이 연구는 행정실장의 혁신학교 근무경험과 변화과정이 어떠한가를 면담을 통해서 조사하였다. 이는 혁신학교 담론에서 상대적으로 배제된 행정직에 대한 이해를 높여서 행정직도 혁신의 주체로 참여하여서 교육혁신의 동력을 키우고 혁신학교가 행정직을 포함한 모든 구성원이 성장하는 배움의 공동체가 되기 위한 노력이다. 수집된 자료의 해석은 Wenger의 실천공동체 이론을 활용하였다. 연구 결과, 행정직은 근무 이전에는 혁신학교가 일이 많고 교사와의 갈등이 큰 것으로 알려져 부정적이었으나, 근무하면서 혁신학교가 아이들이 존중받는 자유롭고 행복한 학교이며, 교사들이 학생 교육에 헌신하고, 민주적으로 운영됨을 알게 되었다. 하지만 이들은 특별예산 배분에 따른 업무부담, 업무 추진과정에서 교사와의 갈등, 교사중심의 학교문화에서 소외감을 느꼈다. Wenger의 참여 경로를 적용해보면, 이들은 주변적 참여에서 대체로 내부지향, 내부자, 경계경로로 나타났다. 이러한 참여 방식에 영향을 준 것은 민주적이며 학생 교육에 헌신적인 혁신학교 문화, 교육청 행정직 연구회의 학습지원, 행정실장의 일에 대한 책임감과 성취감 등이었다.
This study illuminates experiences of administrative directors in innovation schools by doing interview. To analyze the data, we utilize theory of Wenger. Before working in innovative schools, administrative directors had a very negative perception on them, but realize that they are free and happy schools where children are respected, and teachers passionately provide various programs and run schools democratically. Despite of this changed perception, they have difficulties in relationship with teachers because of their request for administrative support that does not comply with laws and procedures and the teacher-oriented school culture. In this context, the administrative directors show peripheral path, inbound path, insider path, and boundary path. This characteristic is influenced by teachers dedicated to student education and democratic culture of innovative schools, learning from the Office of Education's Administrative Research Council, and their responsibility and achievement for jobs.
This study illuminates experiences of administrative directors in innovation schools by doing interview. To analyze the data, we utilize theory of Wenger. Before working in innovative schools, administrative directors had a very negative perception on them, but realize that they are free and happy schools where children are respected, and teachers passionately provide various programs and run schools democratically. Despite of this changed perception, they have difficulties in relationship with teachers because of their request for administrative support that does not comply with laws and procedures and the teacher-oriented school culture. In this context, the administrative directors show peripheral path, inbound path, insider path, and boundary path. This characteristic is influenced by teachers dedicated to student education and democratic culture of innovative schools, learning from the Office of Education's Administrative Research Council, and their responsibility and achievement for jobs.
