Multidimensional IPA Analysis of the Innovation School Policy

Abstract

Purpose: The purpose of this study was to evaluate the Innovation School policy that has spread nationwide since 2009 through Cooper’s multidimensional policy analysis method. Based on this, the future direction of the Innovation School was discussed. Methods: A survey was conducted on elementary, middle, and high school teachers’ perceptions in area A, which has been operating the Innovation School since 2015. By applying a four-dimensional model as a tool for evaluating policy, the Innovation School policy was divided into normative-dimension, structural-dimension, constituentive-dimension, and technical-dimension domains. Based on this, the importance-performance analysis (IPA) was performed. Results: As a result of the study, democratic management was recognized as the most urgent and intensive factor to be supplemented. In addition, the importance and performance were rated the lowest for connection with the local community. In addition, the participation and role of staff and parents in the management of the Innovation School were found to be insignificant. And teachers’ perceptions pointed out the ambiguity of the roles of school supervisors and demanded that the meaningless evaluation be avoided. Conclusion: Teachers' perceptions can be perceived as a threat to the sustainability of the Innovation School. The local community and several school members were excluded from the Innovation School policy which was aimed at the broader school community. The question of democracy was also being raised, and this area can be evaluated as requiring another innovation.