부산대학교 도서관

The purpose of this study is to understand the concepts of teacher’s authority, analyze the elements of formation of teacher’s authority, and find out the suggestions which we can apply them to school education. In order to proceed with this study, we tried to understand the concept and types of educational authority, analyze the cause of the loss of teacher’s authority which is prevalent in the society as a whole, and find out the main elements affecting the formation of teacher’s authority. In chapter Ⅱ, we analyzed the concept and types of teacher’s authority. The authority can be defined as “the ability or power to influence others' behavior or thoughts”. It can also be adapted in various areas of the society. Authority is the ability to elicit the voluntary agreement of others, not coercion or physical force. Therefore, the actions caused by punishment or pressure of teachers are not included in the authority of the true meaning.Authority can be said to be peaceful and stable state which some one can be naturally influenced while supporting the other's freedom. Authority is spontaneous and internally matured strength, different from unreasonable ‘authoritarian’ and heteronomous and coercive ‘power’. We can classify authority into five kinds of it, putting the views of scholars about the types of authority together. They are legal authority, traditional authority, charismatic authority, social authority, and professional authority. First, legal authority means that some one gains authority in recognition of legally valid reason. Second, traditional authority means that it has been accepted to people and had an influence on them for a long time traditionally. Third, charismatic authority is dominance and control which occurs due to the special abilities or characteristics of individuals. Fourth, social authority is the social impact which has been formed into a social consensus. Finally, professional authority occurs in the case that some one is recognized as having the special expertise and insight in certain areas.In chapter Ⅲ, we studied status and cause of loss of authority. We also studied the reason that authority needs to teachers in educational reality, and the ground that teachers’ authority can secure the legitimacy. The loss of authority brought about the side effects of lowering the propulsion and efficiency in modern society. It also made it difficult us to realize original mission in education, ‘to transfer mankind’s public tradition to descendants’. The major cause of loss of authority contains a relative view of the world, a spread of individualism, and an immorality of older generation. The legitimacy of educational authority has the following grounds. First, there are intellectual inequalities between teachers and students. Second, teachers can become role models of students. Third, educational authority lets students develop their own autonomy. In chapter Ⅳ, we analyzed the major five elements that affect the formation of teacher’s authority. The first element is an institutional aspect. This means that teachers have the legal right and status that they can exercise authority on students. Teachers are granted activity and identification of stable in their educational reality and should not be affected by any political and social purpose. The second element is an intellectual aspect. This is an authority of expert knowledge of teachers. This contains expertise and passion for the subject, and a serious attitude to devoting themselves to studying the subject. The third element is a technological aspect. This contains teaching skills, classroom management ability, and a broad understanding of the learners, and the like. Among others, a variety of skills necessary to proceed with the classes have a significant impact on the formation of authority of teachers. Therefore, Teachers should have a wealth of background knowledge related to the curriculum, stimulate students' intellectual curiosity, try to make the classes more lively and funny, and should utilize teaching methods appropriate to the curriculum more actively. Fourth element is a personal aspect. It can be classified into three types of teachers； despotic, laissez faire and democratic teacher. The desirable type of them is a democratic type of teacher. He can develop students’ rationality, autonomy, creativity, and morality which are essential in school education.The last is an aspect of a service to the public. This implies an attitude of dedication and service to education. This point of view is related to a sacred mission dealing with human worth and dignity rather than a mere profession of teaching. We think that this attitude of mind can have a great influence to the formation of educational authority, depending on how determined teachers are in educational reality. As a result of analyzing the major five elements that affect the formation of teacher’s authority, we could know that it is necessary for teachers to form their authority more effectively in order to increase the educational efficiency. Only when the teachers have great authority over students, education can work very well. Therefore, teachers should make a sustained effort to form five aspects of authority as mentioned above.