Abstract
This study examines how the boarding-type high school policy has changed (policy change analysis), and analyzes and presents the operational performance based on the CIPP evaluation model proposed by Stufflebeam. To this end, related prior research and data analysis were conducted, and operational performance was analyzed by conducting a survey of teachers in boarding high schools. As a research method, questionnaires and literature studies were used, and as a result of a survey of boarding high school teachers, most of the teachers responded positively to the boarding high school. Looking at the survey by area, there was no significant difference in the level of perception of teachers by establishment and region in the context and output areas. There was no significant difference by establishment in the input and process areas, but there was a significant difference by region. In terms of educational performance of boarding-type high schools, it was found that boarding-type high schools had a significant positive effect on students in terms of students' academic satisfaction, trust and belief in school education, personality, and lifestyle.
Published Version
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