Implementation Status of the Basic Academic Achievement Guarantee Policy and Analysis of Support Needs

The purpose of this study is to examine the current state of the implementation of the Basic Academic Achievement Guarantee policy in schools since the enactment of the Basic Academic Achievement Guarantee Act, as well as to identify the key support needs expressed by teachers in executing these policies. For this study, an online survey was conducted, collecting responses from a total of 789 teachers across elementary, middle, and high schools. Descriptive statistical analysis was used to analyze patterns in policy implementation, while teachers' support needs were assessed through Borich's needs assessment model, the Locus for Focus model, and IPA(Importance-Performance Analysis) models. The results of the analysis are as follows. Across elementary, middle, and high schools, the most frequently utilized method for diagnosing basic academic achievement was the use of the Basic Academic Achievement Diagnosis-Remediation System. In terms of academic support, homeroom and subject teachers primarily took responsibility for assistance. Analyzing support needs for specific programs aimed at improving basic academic achievement revealed seven priority support programs for elementary and middle schools and five for high schools. This study is significant in that it empirically examines the current state of policy implementation for basic academic achievement assurance across different school levels following the enactment of the Basic Academic Achievement Guarantee Act. Additionally, it holds value by identifying teachers' support requirements for the direct execution of these policies using various assessment methods.