The present study explores how high school English teachers perceive recently proposed or implemented English education policies. Among the policies are performance assessment, the depaπmentalized classroom system (DCS), 20 11 revised national curriculum for English, the two-Ievel (Types A' B) English tests in College Scholastic Ability Test (CSAT), and National English Ability Test (NEAT). The study examines three aspects ofteacher perception on each p이 icy: knowledge, attitudes, and implementation. A questionnaire was administered, and the responses of 395 high school English teachers were analyzed‘ The res비ts showed that the knowledge aspect scored the highest for all five p이 icies while differences were revealed as to specific aspects of knowledge, attitudes, and implementation across different policies. It was also revealed that the attitude aspect was positively correlated with the implementation aspect and that correlation between attitude and implementation was higher than the 、 correlation between attitude and knowledge. The facto rs identified to be highly correlated with all five policies were teacher’s academic attainment, age, and teaching experience, the number of students per class, and the implementation of English creative school. Implications are suggested for in-service teacher development, English education policy-making, and effective policy implementation.

I. 서론 
II. 교육 정책 변화와 교사 인식에 대한 이론적 탐색 
III. 연구 방법 
IV. 연구 결과
    1. 정책 이해, 태도, 반영의 경향성
    2. 정책별 이해, 태도,  반영
    3. 정책 이해, 태도, 반영의 상관 관계
V. 결론 및 제언 
참고문헌

• 박지선(한국교육과정평가원) | Park Jiseon
• 장경숙(한국교육과정평가원) | Chang Kyung-Suk
• 박재은(한국교육과정평가원) | Park Jae-Eun 교신저자
• 백인환(광양고등학교) | Paek ln-Whan