Abstract

This study aimed to analyze teachers' perceptions and demands for school support focused on Incheon Metropolitan City Office of Education School Support Center. A self-reported survey was conducted among elementary and secondary school educators (principals, vice principals, and teachers) within the Incheon Metropolitan Office of Education. A total of 653 participants responded to the survey. The results of this study were as follows. First, 62.56% of respondents prioritized the reduction of unnecessary works commonly assigned to all schools as the primary meaning of school support. Only 21.57% of respondents reported having experience with school support center. Those with experience expressed general satisfaction and positive outcomes from the support received. However, more than half of those (78.43%) without experience in receiving support were unaware of the existence or role of school support center. Second, teachers generally demanded human resource support and administrative assistance from school support center. The desired works varied depending on their position, such as homeroom teachers, department heads, and (vice) principals. Based on these findings, this study suggested policy implications to explore the development of school support center.

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