ScholarWorks@중앙대학교

초록

Although physical education (PE) supervisors in South Korea play a critical role in formulating and implementing school P.E. policies that are responsive to regional contexts, scholarly discourse concerning their roles remains significantly underdeveloped. This study aims to deeply explore how PE supervisors in district offices of education have formulated and implemented school PE policies. A purposive sampling strategy was employed to select six PE supervisors currently serving in education support offices affiliated with metropolitan and provincial offices of education in the capital region (Seoul, Gyeonggi, and Incheon). Data were collected through semi-structured interviews, and analyzed following procedures consistent with case study methodology. The findings reveal two key phases in the policy process. First, the policy formulation process comprises an exploratory process, in which supervisors critically examine policy components delineated by their assigned duties, and a design process, wherein they construct context-sensitive blueprints for implementation in school settings. Second, the implementation process consists of a scaffolding phase, which emphasizes proactive support and managerial engagement rather than hierarchical instruction and control, and a reflective-developmental phase, wherein evaluation, feedback, and iterative revision contribute to the continuous improvement of policy enactment. Based on these findings, the study suggested a support system for the implementation of school physical education policies, along with enhancing the expertise of physical education supervisors, in order to ensure the efficiency and systematization of the process of establishing and executing physical education policies.

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