학교시설 디자인 품질지표에 대한 설문 연구 - 교사, 학교직원, 교육청담당자를 중심으로 -

A Study on Survey Research Design Quality Indicators for the Educational Building - Focused on Teachers, School Personnel and Education Office Supervisor -

Abstract

The purpose of this study is to examine the degree of appropriateness of using design quality indicators for the educational building, and complements for design quality indicators. For doing this, each items of the Korean educational building design indicator was validated by teachers, school staff and an education officer. First, School Personnel and Teachers considered indicators for the classroom designed for general subjects as being valid. However, in terms of indicators for the outside space, they thought of them as not being valid. In particular, it seemed that school staff would have a passive attitude toward the open of the school facility for the local society. It is judged that there happens an adverse effect caused by the open of the school facility for the local society in the educational environment of the school. Second, Education Office Supervisors thought that eco-friendly indicators, LED lighting, an outer wall, and widows and doors had a high validity. On the contrary, he viewed the validity of a rainwater retention basin as being low, which was likely because he rarely had expertise on the construction. When it comes to the indicator of technology capability, ultrahigh-speed information network was seen as being valid, and the indicator of economic feasibility had high validity on maintenance and durability. Third, compared to groups of Teachers and School Personnel, the group of education officers presented high validity of indicators. Validity of indicators might be differently showed because different items on indicators were measured. However, it is speculated that Education Office Supervisors mostly acknowledged the validity of indicators. Fourth, a majority of Teachers, School staff, and Education Office Supervisors were favor of the system of the evaluation accreditation for school facilities since it played a guide role in improving the quality of school. In order to settle the system of the evaluation accreditation for school facilities, it is most important that institutions in the local society which are publicly reliable should participate in the phase of designing the system of the evaluation accreditation for school facilities. In sum, overall respondents agreed with the system of the evaluation accreditation for school facilities but were aware that reliable organizations in public would need to take part in planning the system of the evaluation accreditation for school facilities from the beginning.

Table 1. Evaluation details of the rating scale

Table 2. Demographic characteristics analysis of teacher

Table 3. Demographic characteristics analysis of School Personnel

Table 4. Demographic characteristics analysis of Education Office Supervisor

Table 5. Validity Analysis of Training performance and Availability

Table 6. Regression Analysis of Training performance and Availabilitya: Analysis of Variance

Table 7. Validity Analysis of Safety, Comfort and Publicness

Table 8. Regression Analysis of Safety, Comfort and Publicness

Table 9. Validity Analysis of Green building, Technology performance and Economics

Table 10. Regression Analysis of Green building, Technology performance and Economics

Table 11. Perception Survey