A Study on Satisfaction of Teachers Taking Charge of Innovative Education District in Gyeonggi-do: Focusing on the Case of the P Area in Gyeonggi-do

Kim Yong-Ki


Objectives This is a research and analysis on the perception of teachers in charge of the introduction and operation of the innovative education district in Gyeonggi-do Province P. The purpose is to redesign the innovative education district project in the P area based on the analysis. Methods A survey was conducted on 108 teachers in charge of the innovative education district in Gyeonggi-do P, and a research method was used on the operation of the innovation education district. Results First, the innovative education district, which started in 6 regions of Gyeonggi-do in 2011, has been extended to 16 provincial offices of education. Also, the innovative education district is set as the future education direction. Second, for teachers, the general matters of the innovative education district, teacher satisfaction, and the satisfaction level was 4.13, 4.22, and 4.02, which was a high average. On the other hand, it appears necessary to redesign the project by gathering feedback from multiple areas, such as teachers, parents, and village activists, since the village school utilizing local resources responded with a "3.80" and the awareness of world culture for multicultural understanding with a "3.85". Third, as a result of the average analysis of the innovative education district survey of teachers in area P, significant results according to their teaching career were clearly revealed. In particular, those with less than 10-15 years of teaching experience generally gave positive and high scores to the questionnaire responses. This seems to be the case since the majority of teachers with between 10 and 15 years of experience are head teachers or young teachers in their 40s, who are engaged in the education industry and possess a deep knowledge of the sector. Conclusions This is the expansion of the innovative education district, and it should be operated as a project with the village community and parents, not as a teacher-centered project. Periodic teacher training is necessary to go together.

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DOI: https://doi.org/10.5430/jct.v11n8p476


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