-Centered on Secondary School Teachers of Jeju
Province-Jun, Young-Soon,
Major in Educational Administration
Graduate School of Education, Cheju National University Jeju, Korea
Supervised by Professor Yang, Jin-Geon,
The teacher's in-service training is a kind of 'teacher's growth system' that is expected to induce the settlement of autonomic culture of in-service training for promotion when a teacher accumulates and manages 'credits' according to the fixed standard while they are completing various in-service.
This study is to collect information of current secondary school teachers of Jeju province about The teacher's in-service training credit system, and to search for a practical plan of this system.
*A thesis submitted to the Committee of the Graduate School of Education.
Cheju National University in partial fulfillment of the requirements for the degree of Master of Education in July, 2002.
The results of this study are as follows:
① Opinion about the introduction and execution of the teacher's in-service training credit system.
The response of the questionaire for the teacher's in-service training credit system was generally, "know well about it." The preference for the introduction of the teacher's in-service training credit system received high approval. Most questioned felt under 25 credits was optimal, followed by 50 credits, 75 credits, and 100 credits and over 100 credits respectively. The study showed teachers wanted a variety good quality programs. Also, the grade received upon completion of the in-service should be reflected in the promotion. Finally, many felt participation for study and training should be expanded.
The effectiveness of the teacher's in-service training credit system would create: 'the variety of teaching method,' 'The increasing inducement,' 'the expansion of speciality of teaching profession' and 'The quality of present study and training.' Dysfunctions with the operation of in-service training credit are in the order of 'credit-centered teaching atmosphere,' 'negligence of field study,' 'drop of efficiency of in-service training because of increasing hours of training.'
② Contrasts about recognition of practical plan of in-service training credit system.
A modification of the current the teacher's in-service training credit system to 1 credit per 10 hours was hoped for rather than 1 credit per 15 hours as is the current standard(29.5%). According to the above responses, secondary school teachers thought that 1 credit per 15 hours is too much. 100 accumulative credits(1,500 hours) for promotion to the next salary level takes too long to reach. The method of converting remaining credit hours shows the highest response of 'the approval of
accumulative credits.' The introduction of the regular periodic system of compulsory in-service training has more positive than negative response.
About the retroactive application of the past studies, those questioned felt 'all courses if accompanied with documentary evidence' should be accepted followed by 'the partial authorization within degree or certificate' and 'authorization only for registration of the personnel record card.' Free in-service training in school units was disapproved of by those questioned, and the credits should only be granted for 'a regular course of Subject Research Aassociation,' and 'Granting credits for both Subject Research Association, and intramural free study and training' and 'intramural free in-service training.' 'Appropriate standard' is the highest rated answer about the appropriateness of activity of study and training. Reasons for assent of self-charge of in-service training are in the order of responses for improving self-ability and influencing the promotion or pay.
Reasons for objection to self-charge of study and training are in the following order of responses: 'it is responsible for Government or Local Authorities' and next is 'self-charge.' The highest answer is that it would expand the chance to participate for in-service training about the effects of administration of remote in-service training. Solutions of urgent problem are answered in the order of: 'building of guidance plan', 'development of teaching materials' and 'management of fair evaluation'
③ Contrast of recognition about the system of inducement and compensation of in-service training credit system.
The methods of inducement of the in-service training responses are, first, that granted for 'the grade of increase in salary and additional points for promotion' and 'the grade of increase in salary'. The standards of the grade of increase in salary are answered in the order,
first, of 25 credits, 50 credits, 100 credits and 75 credits. The standard of additional points for promotion are 25 credits and 50 credits.
Relationship between the teacher's in-service training credit system and expansion of teacher's speciality is more positive than negative response.
④ Opinion about the teacher's in-service training credit system.
Those questioned felt it would be helpful for a fair management system to be constructed and as a result influence the expansion of Teacher's speciality. Nevertheless, in-service training without any relation to evaluation and credit, for the expansion of teacher's speciality, is a necessary priority. Necessary programs of in-service training should be developed by various specialists not only for improving the speciality of education, but also having the chance for self-improvement in education administration or school units. Namely, the course and quality of in-service training is necessary not for points but to have the chance for improving self-development. It is stated that teachers would like to in-service train through the introduction of a
"Rest Year System." It is absolutely necessary to develop high quality program and speciality of division of management.
On the other hand, the chance of unfairness of study and training between urban and rural communities would bring about the devastation of the Teachers' society. The balance between study and training versus credits related to promotion would be a negative factor such as negligence of School Education in Teachers' Society.