초등학교 학교 자체 평가 정책실행에 대한 연구

Abstract

Purpose: This study analyzed the different enactment contexts and drivers of school self-evaluation policies. Methods: The study used in-depth interviews with key actors, namely narrators, in five elementary schools. The interview questions and analysis utilized Ball, Maguire, and Braun's (2012) concepts of policy enactment. Results: This study analyzed the research subjects as ‘passive policy enactment’ and ‘active policy enactment’ according to the degree of autonomy utilized by the narrator in the process of enacting the school self-evaluation policy. The analysis showed the same policy text led to the restriction or expansion of autonomy depending on the interpretation, and the purpose of explanation and guidance differed depending on the characteristics of the narrator. There were differences in the narration according to the participation of school members, how autonomy was utilized in relation to the scope of policy enactment, and the flow of the evaluation process. The main drivers of the differences in school enactment were as follows. First, the characteristics of the key narrators, including their position in the school, their work history, and their experience with policy sense making. Second, the ways in which schools engaged with narration, including the phenomena of “multiparty engagement” and “connected engagement” in narration. Third, the way they made meaning of the policy, which was highly related to the professional cultures and schools’ specialisms. Conclusion: The enactment of the school self-evaluation policies differed significantly depending on the degree of autonomy utilized by the school, the degree of participation of school members, and the professional culture.