Abstract
Objectives For the successful introduction and settlement of the high school credit system, it is important to expand the role of teachers related to the operation of the high school credit system and secure expertise. To this end, it is necessary to examine the actual difficulties experienced by high school teachers in the process of operating the high school credit system and derive the new role performance required by teachers based on this.
 Methods Therefore, in this study, the difficulties experienced by teachers with experience in operating the high school credit system in terms of ‘formation of school culture’, ‘curriculum organization and operation’, ‘career and academic design guidance’, ‘school designs and support for related departments’, etc. were analyzed through focus group interviews. Then, we looked at the role of field teachers who are to operate the high school credit system in the future.
 Results As a result of the analysis, it was found that teachers were required to have the ability to perform roles related to the formation of a school culture suitable for the operation of the high school credit system and the establishment⋅support of the operating system. In addition, since the organization and operation of the student-selective curriculum is the core of the high school credit system operation process, it was confirmed that it was essential for teachers to secure the role performance ability to prepare and operate the educational system that students need. Finally, it was found that teachers were required at a professional level to have the ability to perform roles that support students to design and perform their own studies according to their aptitude and career path.
 Conclusions In the future, it is expected that understanding of the role of teachers essential for the operation of the high school credit system derived in this study will be helpful in providing various administrative support to secure teachers' expertise and improve their capabilities.
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