,,. 164 -. SPSS 21.0., t,.,,,..,.,.. (Corresponding Author): / / 1 11 404 / Tel: 02-880-7636 / E-mail: dikimedu@snu.ac.kr
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..,,?,,? S 17.. 164 13 151. 111 40 56.3, 31.8. 81, 70 77, 74.. 14 (N) (%) 111 73.5 40 26.5 45~50 1 0.7 50~55 30 19.9 55~60 94 62.2 60~ 26 17.2 70 46.4 81 53.6 92 60.9 59 39.1 77 51 74 49 - - 50-68.5 - - 3-4.1 - - 16-21.9 - - 3-4.1 - - 1-1.4 1(52.3%).. 57(37.7%), 25(16.7%), 63 (41.7%). 6(3.9%). 2.4, 3.2.
(). (N) (%) 1 78 52.3 2 52 34.9 3 10 6.7 4 9 6.1 57 37.7 25 16.7 63 41.7 6 3.9 1 26 17.2 1~3 71 47.0 3~5 24 15.9 5 30 19.9 1 1 0.01 1~3 36 23.8 3~5 48 31.8 5 66 43.7 80 52.9 12 7.9 50 33.1 2 1.3 2 1.3 5 3.9 115 33 - (, 2008), (, 2005), (2014),, (2015). (2007),,, (2005a, 2005b),, (2008). 1 1. 1. (2008),,,,, (2005),,,,,,,,.,,,,,,,,, 10 48.
,,,, 15.923.953 /, 2.845.888 ( ),,, () /,,,,,,,,,, (),,,,, 4.872.894 8.923.944 6.909.911 4.831,870 5.926.939, 2.787.844 1.777 1.778 48.974.983.., 1. ( ) 7.,. Cronbach ɑ.974(),.983(), 3. 2015 57, SPSS 21.0 ver. t.
,, (ANOVA) (Scheffé) t. 10,.,,,,. 48 5. 10 10.,,,,,,,,.,,,, ( ),,,,,. * 5.83 1.11 1 5.61 1.35 1 5.76 0.97 2 5.40 1.14 2 5.62 1.13 3 5.30 1.31 3 5.39 1.00 4 5.02 1.15 4 5.39 0.83 5 4.95 1.24 5 5.34 1.05 6 4.88 1.01 6 5.30 0.98 7 4.86 1.16 7 5.21 1.05 8 4.78 1.13 8 4.98 1.24 9 4.48 1.43 9 4.49 1.17 10 4.18 1.25 10 * 4
( 10) ( 10) 6.09 0.97 1 5.61 1.35 1 5.99 1.01 2 5.52 1.20 2 5.94 0.95 3 5.47 1.30 3 5.90 0.96 4 () 5.46 1.27 4 5.83 1.11 5 5.44 1.14 5 5.80 1.09 6 / 5.43 1.18 6 / 5.80 1.04 7 / 5.38 1.22 7 / 5.73 1.05 8 5.35 1.23 8 () 5.71 1.10 9 5.30 1.31 9 5.66 1.10 10 5.30 1.31 10 ( 10) ( 10) 4.08 1.48 48 3.86 1.51 48 4.24 1.42 47 3.94 1.43 47 4.36 1.41 46 4.09 1.47 46 4.67 1.39 45 4.28 1.45 45 4.73 1.35 44 4.3 1.46 44 / 4.74 1.35 43 4.3 1.47 43 4.76 1.5 42 4.33 1.49 42 () 4.79 1.33 41 4.35 1.48 41 4.85 1.36 40 4.41 1.6 40 4.88 1.38 39 4.43 1.32 39 4.92 1.44 38 4.44 1.41 38. 6 0.000.001
(N=140) # t 81.11 12.37 73.45 14.99 0.22 7.028 *** 0.000 11.53 1.94 10.79 2.27 0.36 4.784 *** 0.000 18.00 4.74 16.73 5.00 0.32 4.81 *** 0.000 42.55 7.84 38.88 9.31 0.37 6.892 *** 0.000 31.38 6.28 28.77 6.73 0.44 5.845 *** 0.000 21.64 3.95 20.08 4.61 0.46 5.519 *** 0.000 26.78 5.15 24.75 6.22 0.44 5.578 *** 0.000 9.98 2.48 8.96 2.86 0.43 6.025 *** 0.000 5.63 1.13 5.30 1.31 0.50 3.898 *** 0.000 5.87 1.07 5.61 1.35 0.31 3.064 ** 0.003. ***p <.001, **p <.01, *p <.05. #: 4,.01.,, 7.,,.,,,,,,.,,,.,, 8.,,,,
(N=57) (N=25) (N=63) * * * 5.31 0.77 6 5.49 1.00 8 5.39 0.86 4 5.82 0.79 2 5.75 1.08 3 5.71 1.12 2 4.41 0.99 10 4.67 1.12 10 4.47 1.36 10 5.32 0.82 5 5.46 1.12 9 5.18 1.09 7 5.10 0.99 8 5.51 1.00 7 5.15 1.13 8 5.33 0.99 4 5.69 1.06 5 5.29 1.02 6 5.22 1.05 7 5.68 0.88 6 5.32 1.14 5 4.77 1.26 9 5.74 0.98 4 4.84 1.27 9 5.70 0.96 3 5.80 1.22 2 5.46 1.25 3 5.86 1.17 1 5.88 0.97 1 5.84 1.10 1 * 7 (N=57) (N=25) (N=63) * * * 4.79 0.94 7 5.26 1.03 9 4.86 1.04 5 5.49 1.11 1 5.60 1.24 3 5.29 1.13 2 3.99 1.14 10 4.59 1.11 10 4.18 1.38 10 4.85 1.07 6 5.33 1.13 7 4.66 1.24 7 4.71 1.13 8 5.30 0.98 8 4.65 1.15 8 4.98 1.12 4 5.40 1.10 4 4.86 1.21 6 4.85 1.27 5 5.33 0.93 6 4.87 1.32 4 4.42 1.35 9 5.36 1.07 5 4.21 1.52 9 5.38 1.24 3 5.64 1.25 2 5.16 1.31 3 5.46 1.39 2 5.68 1.11 1 5.78 1.29 1 * 8
,,.,,,. 1, 2. 9. 10.,., df F - 72.41 2.00 36.21 6.06 **.003 b>a - 848.03 142.00 5.97 b>c 920.44 144.00-283.76 2.00 141.88 3.15 *.046-6297.44 140.00 44.98 6581.20 142.00-95.95 2.00 47.98 6.27 **.002 b>a - 1078.02 141.00 7.65 b>c 1173.97 143.00. a:, b:, c:, **p <.01, *p <.05
vs -1.93614 **.58622.005 vs -1.79746 **.57765.009 vs -1.88071 *.66509.020 vs -2.29143 **.65359.003. **p <.01, *p <.05-1.93.005, -1.79.009.01. -1.88.02, -2.29.003.05.01. (N=57) t 80.13 11.51 71.89 14.13 5.377 ***.000 11.70 1.56 10.98 2.21 3.120 **.003 17.67 4.01 15.94 4.55 3.771 ***.000 42.82 6.34 38.79 8.59 5.259 ***.000 30.75 5.92 28.25 6.80 3.793 ***.000 21.46 3.82 19.93 4.48 2.995 **.004 26.29 5.08 24.25 6.35 3.477 **.001 9.59 2.53 8.84 2.70 2.883 **.006 5.73 0.94 5.38 1.24 2.424 *.019 5.91 1.12 5.46 1.39 3.203 **.002. ***p <.001, **p <.01, *p <.05.
(N=25) t 82.35 15.01 78.87 15.40 2.150 *.043 11.50 2.17 11.21 2.48 1.320.200 18.70 4.48 18.35 4.43 1.115.277 43.64 8.94 42.64 9.02 1.195.244 33.04 6.03 31.79 5.90 2.443 *.023 22.76 4.23 21.60 4.41 2.390 *.025 28.13 4.34 26.65 4.65 2.377 *.027 11.48 1.96 10.72 2.13 2.354 *.027 5.80 1.22 5.64 1.25.941.356 5.88 0.97 5.68 1.11 1.414.170. ***p <.001, **p <.01, *p <.05. (N=63) t 81.04 12.67 73.47 15.25 3.880 ***.000 11.41 2.24 10.57 2.27 3.064 **.003 17.89 5.42 16.76 5.56 2.520 *.014 41.43 8.75 37.30 9.88 4.324 ***.000 30.90 6.81 28.06 6.79 3.535 **.001 21.16 4.08 19.44 4.85 3.767 ***.000 26.59 5.69 24.35 6.62 3.584 **.001 9.68 2.53 8.43 3.03 4.302 ***.000 5.46 1.25 5.16 1.31 2.408 *.019 5.84 1.10 5.78 1.29.489.626. ***p <.001, **p <.01, *p <.05.
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A study on the perception of school administrators for school counselors role Korea University of Technology and Education Seoul National University The purposes of this study were to identify the differences expectations and satisfactions of school administrators for school counselors role and confirm the order of priority and the differences. To accomplish this purpose, 164 school administrators working as a principal or a assistant principal at each school answered in Role Expectation-Satisfaction List. The collected data were analyzed with SPSS 21.0. Descriptive statistics analysis, Paired t-test, One-Way analysis of variance(one-way ANOVA) were used. The results of the study were as follows. The school administrators have high expectations in duty, psychological evaluation, self-development, and personal study, but low expectations for consultation. The same trend was showed from the viewpoint of satisfactions. In the comparative analysis in school counselors position, the results showed a notable and significant differences between the groups, wherein the career guidance teachers generally had a higher expectation and satisfaction in their role compared to professional school counselor and professional counselor. In particular, expectations and satisfactions were significant between school counselors position about the guidance for large group. For performing the role of school counselors, career counseling teacher showed the lowest discrepancies in expectations and satisfactions. The implications and limitations of these findings were discussed. Key words : school counselor, work satisfactoriness, role expectation, role satisfaction, school administrator