The purpose of this study is to analyze how consulting supervision which has been operated for 3 years is implementing and whether it is playing its role as a supporting and sincere supervision for educational autogenic power properly. To achieve this goal, this study examined teachers' recognition about consulting supervision and needs through a questionnaire and tried to find ways to invigorate consulting supervision. Ultimately, it aimed at contributing to settle consulting supervision into schools.
This study set 3 subjects of inquiry ;
First, What is the actual condition of consulting supervision and how is the recognition of teachers about consulting supervision in middle schools?
Second, What qualities of consultants are needed to invigorate consulting supervision?
Third, What are ways for settling and invigorating consulting supervision in educational field?
To get the result to the subjects of inquiry, the questionnaire survey was used. The survey was distributed to 250 middle school teachers working in different size of schools in Jeollanamdo. The 150 teachers are from cities and the rest are from counties. This study analyzed 215 answers among them. The collected survey went through coding process with SPSS WIN 16.0. Through the process, this study tried to find meaningful difference between men and women teachers, by the places of schools, and by the roles of teachers in schools
The research findings are as follows.
Firstly, consulting supervision is in more cases operated by demands of school-unit than each teacher-unit. Teachers are highly satisfied with the process of applying for consulting supervision. The most effective part of consulting supervision is teaching consulting. The ideal number of consulting supervision depends on the topic and mostly 1~2 times in one semester is acceptable. The reasons why teachers don't take part in consulting supervision are lack of time and disinterest. And some teachers revealed they couldn't get chances to participate in consulting supervision because the consulting supervision was operated by some teachers.
Secondly, the most satisfied consultants are headteachers and fellow teachers. It means they can communicate with teachers better than principals or supervisors. The qualities that are needed as successful consultants are expert knowledge about teaching and communication skills.
The result that the preferred consultants are teachers represents schools feel burden about taking consulting supervision, even though it is much less than previous supervision as inspection.
Thirdly, as a way of invigorating consulting supervision teachers hope getting consulting supervision is admitted as completing in-service training. And also, they feel they need to get consulting supervision for improving their technical skills as teachers. The most important factor for activating consulting supervision is open-minded atmosphere inside schools. And the high qualities of consultants is crucial for successful consulting supervision. Therefore the role of educational office should be supporting schools and organizing competent consultants for customized consulting.
On the basis of those results. this study suggests as follows.
Firstly, it is needed to make open-minded and positive attitude toward consulting supervision through various promoting ways. Lightening burden of teachers about lesson time numbers and administrative work can be a key for activating consulting supervision.
Secondly, it can be a good method to organize consultant pooling system of county-across level for securing competent consultants. Also similar demanded task can be handled as combined consulting supervision for two or three schools.
Thirdly, it is needed to raise the level of satisfaction about consulting supervision by giving more realistic and substantial help to schools. Before visiting schools on the spot, there should be enough discussion and analysis in preparing consulting supervision. Especially in consulting supervision for teaching, there should be several exchange ideas between consultants and consultees.
Lastly, educational offices make every efforts for consulting supervision to settle down in education field as a supporting supervision. And also support of the level of government should be provided and maintained.