ScholarWorks@숙명여자대학교

초록

The purpose of this research is to explore work conditions and strategies that the teachers operating ‘Science Core School’ face with Lipsky’s Street-level Bureaucracy Model. ‘Science Core School’ is one of the high school projects that aim to raise science and engineering generations. The project is designed at the level of central government and is implemented at the level of school-site. A teacher is the one of the bureaucrats in terms of offering the face-to-face service at the front. Lipsky also examples bureaucrat as teachers. Since ‘Science Core School’ has not only common features that it is operated by teachers at the school site but also distinctive features that it focuses on science subject, the analysis on the project is expected to insightful results. The research is based on the final report from each school site, consulting reports from science education professionals, and in-depth interviews. The interviews are implemented by one of the authors that have worked from the beginning of the project as a project coordinator. As results, the work conditions of the ‘Science Core School’ are explained fairly well with the Lipsky model. The teachers experience, inadequate resources, vague or conflicting organizational expectations, an ever-growing demand for their services, challenges of performance measurement. They deal with this work conditions with simplications and making routines. However, ‘Science Core School’ has rooms to be explained with other models explaining behaviors of professionals rather than bureaucrats.

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