A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors

Gu Gyo-Jeong

doi:doi:10.11648/j.sjedu.20261401.12

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A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors

Gu Gyo-Jeong^*

Published in Science Journal of Education (Volume 14, Issue 1)

Received: 5 January 2026 Accepted: 19 January 2026 Published: 9 February 2026

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Abstract

This study aims to derive effective organization and operation strategies for School Autonomous Time under the 2022 Revised National Curriculum. To this end, a survey of elementary and middle school teachers and a questionnaire-based inquiry with teachers in research schools were conducted in 2024 to analyze perceptions and required support factors. The results are as follows. First, regarding perceptions and support factors, elementary school teachers tended to view School Autonomous Time as a means of implementing school-specific activities and integrated thematic learning aligned with the school vision, whereas middle school teachers primarily perceived it as a mechanism for curriculum restructuring, such as securing information subject hours and opening elective courses. Common challenges included increased teacher workload, conflicts arising from instructional hour adjustments, and burdens related to assessment and school record documentation. In particular, middle schools identified the mismatch between teacher staffing confirmation schedules and curriculum planning timelines as a structural constraint. Accordingly, key support factors across the stages of preparation, design, organization, operation, and evaluation included consensus building on themes, securing time for collaborative curriculum design, provision of exemplary cases and instructional materials, continuous professional development and consulting, and clarification of assessment and documentation criteria. Second, in terms of organization and operation, the study highlights the need to clearly define themes aligned with school goals, select appropriate organizational models—intensive, distributed, or hybrid—based on school conditions, and establish operation structures grounded in teacher collaboration. Instruction should be designed around inquiry-, project-, and collaboration-based learning to enhance student outputs such as presentations, reports, and portfolios. Furthermore, assessment should prioritize process- and growth-oriented principles over ranking, with clear guidelines on responsibility sharing, scope of records, and sample documentation statements.

Published in	Science Journal of Education (Volume 14, Issue 1)
DOI	10.11648/j.sjedu.20261401.12
Page(s)	13-23
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

School Autonomous Time, Career Exploration, School-based Specialization

References

[1]	OECD. (2024). Curriculum flexibility and autonomy: Promoting a thriving learning environment. OECD Publishing. https://doi.org/10.1787/eccbbac2-en
[2]	Ministry of Education. (2022). General guidelines of the 2022 revised national curriculum. Ministry of Education.
[3]	UNESCO. (2024). Global education monitoring report 2024/5: Leadership in education—Lead for learning. UNESCO.
[4]	OECD. (2019). Future of education and skills 2030: OECD learning framework 2030. OECD Publishing.
[5]	UNESCO. (2024). Global education monitoring report 2024/5: Summary—Leadership in education: Lead for learning. UNESCO. https://doi.org/10.54676/ZNLI9227
[6]	Ministry of Education, Science and Technology. (2009). Plan for school autonomy to promote school-based accountability management (policy context section). Ministry of Education, Science and Technology.
[7]	Caldwell, B. J., & Spinks, J. M. (1992). Leading the self-managing school. Falmer Press.
[8]	OECD. (2017). The governance of school education systems. OECD Publishing.
[9]	Ministry of Education. (2015). 2015 revised national curriculum: General guidelines. Ministry of Education.
[10]	Ministry of Education, & Korea Institute for Curriculum and Evaluation. (2023). Guidelines for organizing and operating elementary and middle school curricula under the 2022 revised national curriculum. Ministry of Education.
[11]	OECD. (2024). Curriculum flexibility and autonomy: Promoting a thriving learning environment (policy implications section). OECD Publishing. https://doi.org/10.1787/eccbbac2-en
[12]	OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing. https://doi.org/10.1787/9789264292093-en
[13]	UNESCO. (2024). Global education monitoring report 2024/5: Leadership in education—Lead for learning (policy recommendations section). UNESCO.
[14]	Gu, Gyo-Jeong, Kim, Young-Gwon, Park, Jin-Seong, & Kwak, Ji-Soon. (2024). A study on organization and operation strategies through an analysis of perceptions and support factors for School Autonomous Time. Incheon Metropolitan City Office of Education.
[15]	Kim, Geon-woo. (2024). Policy implications of the School Autonomous Time system. Journal of Curriculum Studies, 42(1), 1–25. https://doi.org/10.15708/KSCS.42.4.2
[16]	OECD. (2025). Results from TALIS 2024: Insights and interpretations. OECD Publishing.

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Gyo-Jeong, G. (2026). A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Science Journal of Education, 14(1), 13-23. https://doi.org/10.11648/j.sjedu.20261401.12

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Gyo-Jeong, G. A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Sci. J. Educ. 2026, 14(1), 13-23. doi: 10.11648/j.sjedu.20261401.12

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AMA Style

Gyo-Jeong G. A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Sci J Educ. 2026;14(1):13-23. doi: 10.11648/j.sjedu.20261401.12

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@article{10.11648/j.sjedu.20261401.12,
  author = {Gu Gyo-Jeong},
  title = {A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors},
  journal = {Science Journal of Education},
  volume = {14},
  number = {1},
  pages = {13-23},
  doi = {10.11648/j.sjedu.20261401.12},
  url = {https://doi.org/10.11648/j.sjedu.20261401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20261401.12},
  abstract = {This study aims to derive effective organization and operation strategies for School Autonomous Time under the 2022 Revised National Curriculum. To this end, a survey of elementary and middle school teachers and a questionnaire-based inquiry with teachers in research schools were conducted in 2024 to analyze perceptions and required support factors. The results are as follows. First, regarding perceptions and support factors, elementary school teachers tended to view School Autonomous Time as a means of implementing school-specific activities and integrated thematic learning aligned with the school vision, whereas middle school teachers primarily perceived it as a mechanism for curriculum restructuring, such as securing information subject hours and opening elective courses. Common challenges included increased teacher workload, conflicts arising from instructional hour adjustments, and burdens related to assessment and school record documentation. In particular, middle schools identified the mismatch between teacher staffing confirmation schedules and curriculum planning timelines as a structural constraint. Accordingly, key support factors across the stages of preparation, design, organization, operation, and evaluation included consensus building on themes, securing time for collaborative curriculum design, provision of exemplary cases and instructional materials, continuous professional development and consulting, and clarification of assessment and documentation criteria. Second, in terms of organization and operation, the study highlights the need to clearly define themes aligned with school goals, select appropriate organizational models—intensive, distributed, or hybrid—based on school conditions, and establish operation structures grounded in teacher collaboration. Instruction should be designed around inquiry-, project-, and collaboration-based learning to enhance student outputs such as presentations, reports, and portfolios. Furthermore, assessment should prioritize process- and growth-oriented principles over ranking, with clear guidelines on responsibility sharing, scope of records, and sample documentation statements.},
 year = {2026}
}

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T1  - A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors
AU  - Gu Gyo-Jeong
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PY  - 2026
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AB  - This study aims to derive effective organization and operation strategies for School Autonomous Time under the 2022 Revised National Curriculum. To this end, a survey of elementary and middle school teachers and a questionnaire-based inquiry with teachers in research schools were conducted in 2024 to analyze perceptions and required support factors. The results are as follows. First, regarding perceptions and support factors, elementary school teachers tended to view School Autonomous Time as a means of implementing school-specific activities and integrated thematic learning aligned with the school vision, whereas middle school teachers primarily perceived it as a mechanism for curriculum restructuring, such as securing information subject hours and opening elective courses. Common challenges included increased teacher workload, conflicts arising from instructional hour adjustments, and burdens related to assessment and school record documentation. In particular, middle schools identified the mismatch between teacher staffing confirmation schedules and curriculum planning timelines as a structural constraint. Accordingly, key support factors across the stages of preparation, design, organization, operation, and evaluation included consensus building on themes, securing time for collaborative curriculum design, provision of exemplary cases and instructional materials, continuous professional development and consulting, and clarification of assessment and documentation criteria. Second, in terms of organization and operation, the study highlights the need to clearly define themes aligned with school goals, select appropriate organizational models—intensive, distributed, or hybrid—based on school conditions, and establish operation structures grounded in teacher collaboration. Instruction should be designed around inquiry-, project-, and collaboration-based learning to enhance student outputs such as presentations, reports, and portfolios. Furthermore, assessment should prioritize process- and growth-oriented principles over ranking, with clear guidelines on responsibility sharing, scope of records, and sample documentation statements.
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Author Information

Gu Gyo-Jeong

Department of Education, Inha University, Incheon, Republic of Korea

Contact Email

http://orcid.org/0009-0007-5616-5233

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APA Style

Gyo-Jeong, G. (2026). A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Science Journal of Education, 14(1), 13-23. https://doi.org/10.11648/j.sjedu.20261401.12

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ACS Style

Gyo-Jeong, G. A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Sci. J. Educ. 2026, 14(1), 13-23. doi: 10.11648/j.sjedu.20261401.12

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AMA Style

Gyo-Jeong G. A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors. Sci J Educ. 2026;14(1):13-23. doi: 10.11648/j.sjedu.20261401.12

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@article{10.11648/j.sjedu.20261401.12,
  author = {Gu Gyo-Jeong},
  title = {A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors},
  journal = {Science Journal of Education},
  volume = {14},
  number = {1},
  pages = {13-23},
  doi = {10.11648/j.sjedu.20261401.12},
  url = {https://doi.org/10.11648/j.sjedu.20261401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20261401.12},
  abstract = {This study aims to derive effective organization and operation strategies for School Autonomous Time under the 2022 Revised National Curriculum. To this end, a survey of elementary and middle school teachers and a questionnaire-based inquiry with teachers in research schools were conducted in 2024 to analyze perceptions and required support factors. The results are as follows. First, regarding perceptions and support factors, elementary school teachers tended to view School Autonomous Time as a means of implementing school-specific activities and integrated thematic learning aligned with the school vision, whereas middle school teachers primarily perceived it as a mechanism for curriculum restructuring, such as securing information subject hours and opening elective courses. Common challenges included increased teacher workload, conflicts arising from instructional hour adjustments, and burdens related to assessment and school record documentation. In particular, middle schools identified the mismatch between teacher staffing confirmation schedules and curriculum planning timelines as a structural constraint. Accordingly, key support factors across the stages of preparation, design, organization, operation, and evaluation included consensus building on themes, securing time for collaborative curriculum design, provision of exemplary cases and instructional materials, continuous professional development and consulting, and clarification of assessment and documentation criteria. Second, in terms of organization and operation, the study highlights the need to clearly define themes aligned with school goals, select appropriate organizational models—intensive, distributed, or hybrid—based on school conditions, and establish operation structures grounded in teacher collaboration. Instruction should be designed around inquiry-, project-, and collaboration-based learning to enhance student outputs such as presentations, reports, and portfolios. Furthermore, assessment should prioritize process- and growth-oriented principles over ranking, with clear guidelines on responsibility sharing, scope of records, and sample documentation statements.},
 year = {2026}
}

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TY  - JOUR
T1  - A Study on the Organization and Operation of School Autonomous Time Through an Analysis of Perceptions and Support Factors
AU  - Gu Gyo-Jeong
Y1  - 2026/02/09
PY  - 2026
N1  - https://doi.org/10.11648/j.sjedu.20261401.12
DO  - 10.11648/j.sjedu.20261401.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 13
EP  - 23
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20261401.12
AB  - This study aims to derive effective organization and operation strategies for School Autonomous Time under the 2022 Revised National Curriculum. To this end, a survey of elementary and middle school teachers and a questionnaire-based inquiry with teachers in research schools were conducted in 2024 to analyze perceptions and required support factors. The results are as follows. First, regarding perceptions and support factors, elementary school teachers tended to view School Autonomous Time as a means of implementing school-specific activities and integrated thematic learning aligned with the school vision, whereas middle school teachers primarily perceived it as a mechanism for curriculum restructuring, such as securing information subject hours and opening elective courses. Common challenges included increased teacher workload, conflicts arising from instructional hour adjustments, and burdens related to assessment and school record documentation. In particular, middle schools identified the mismatch between teacher staffing confirmation schedules and curriculum planning timelines as a structural constraint. Accordingly, key support factors across the stages of preparation, design, organization, operation, and evaluation included consensus building on themes, securing time for collaborative curriculum design, provision of exemplary cases and instructional materials, continuous professional development and consulting, and clarification of assessment and documentation criteria. Second, in terms of organization and operation, the study highlights the need to clearly define themes aligned with school goals, select appropriate organizational models—intensive, distributed, or hybrid—based on school conditions, and establish operation structures grounded in teacher collaboration. Instruction should be designed around inquiry-, project-, and collaboration-based learning to enhance student outputs such as presentations, reports, and portfolios. Furthermore, assessment should prioritize process- and growth-oriented principles over ranking, with clear guidelines on responsibility sharing, scope of records, and sample documentation statements.
VL  - 14
IS  - 1
ER  -

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