The local elections in June 2026 in Jeonbuk are structured in a way that the internal competition within the Democratic Party for the governor, mayoral, county executive positions, and local council elections is perceived almost like the actual election. Consequently, the election for the Superintendent of Education is overshadowed and pushed aside as the focus remains on the other major positions. Understanding how the election for the Superintendent of Education is perceived and what strategies and ethical standards the candidates should adhere to becomes crucial in the midst of this political schedule and differing levels of interest.

Election for the Superintendent of Education begins after the Democratic Party primaries

When discussing local elections in Jeonbuk, it is difficult to exclude the Democratic Party primaries from the conversation. The structure of local politics where the Democratic Party's nomination process directly influences the outcome of the main election has solidified over time. Even though the emergence of candidates from the Justice Party in local elections could introduce a new variable, the situation currently indicates that until the Democratic Party primaries conclude, the majority of voters and opinion leaders find it challenging to pay sufficient attention to the election for the Superintendent of Education. This election typically gains attention only towards the latter part of the schedule, as the time for opinion formation structurally arrives late.

Distortions created by opinion polls and the 'calm before the storm'

In election surveys, questions about the suitability of the governor are often prioritized over those related to the Superintendent of Education. This sequencing can lead respondents who are not particularly interested in the Superintendent of Education to make choices based on the candidate's name recognition as they follow the flow of the conversation during the survey. Consequently, opinion polls regarding the Superintendent of Education may struggle to reflect the actual depth of interest and judgment. Particularly in telephone surveys, there is a tendency for the surveyors to complete the call, leading even citizens with little interest in the election to respond, potentially basing their judgment on momentary impressions and name recognition. During the peak of the Democratic Party primaries, the responses of those focused on the internal party selection process are reflected in the statistics before voters genuinely interested in the election for the Superintendent of Education start actively participating.

From a 'calm period' to avoiding becoming an election campaign in vain from January to March

Within this political schedule and opinion poll structure, the period from January to March is akin to a 'calm period' for the candidates running for Superintendent of Education. Despite putting in considerable effort, any changes in public opinion are not noticeable, and the media's primary focus shifts towards the internal party primaries. Even investments in text messages, banners, advertisements, etc., yield minimal effects during this time.

However, this period cannot be wasted. On the contrary, this is the time to consolidate supporter groups and design a sustained communication structure. Rather than blindly sending messages through election media, it is crucial to understand the candidate's educational philosophy and character, and organize core support groups to propagate these aspects. The costs incurred in creating small-scale gatherings connecting online and offline platforms, policy briefings, and supporter networks accumulate like stacking bricks, eventually manifesting in the significant impact during the final stages of the election.

Higher ethical standards demanded by the election for the Superintendent of Education

The election for the Superintendent of Education differs from elections for regional executives or local council members. Voters view the Superintendent not merely as a 'politician' but as a 'leader responsible for students and schools.' Hence, higher ethical standards and personal integrity are naturally expected in this position. As evidenced by cases where individuals lost their Superintendent positions due to unethical or dishonest behavior, immoral or insincere actions are not easily tolerated by the voters.

In political elections, promises for regional development or economic expectations often dilute ethical standards. The stronger the expectations for real estate policies or economic growth, the more lightly controversies regarding a candidate's morality are treated. However, this formula does not directly apply to the election for the Superintendent of Education. Voters tend to assess and choose Superintendent candidates based on whether they can entrust their children to them and if they can serve as role models for students.

Transitioning from a 'calm period' to the 'eye of the storm': Plagiarism, election laws, judicial risks

As the election nears its conclusion, the ethical integrity of candidates becomes a significant factor rather than just a passing concern. Issues such as plagiarism accusations, frequent violations of election laws, and judicial risks represented by various trials and investigations take center stage as the voters' attention intensifies. During the scrutiny of Superintendent candidates, voters delve into not just policies but also their life experiences, consistency in words and actions, and the truthfulness of past explanations. Once a perception of "distrust" is formed, the candidate's educational promises lose their persuasiveness. In the election for the Superintendent of Education, the individual's morality has a more substantial impact than policy promises, as voters focus more on the person's character and integrity.

Approximately 40 days before the election, the weight of public opinion shifts

Once the Democratic Party primaries conclude, the attention that was previously focused on the governor, mayor, county executive, and local council elections gradually transitions to the election for the Superintendent of Education. Approximately 40 days before the election, questions about the educational philosophy, policy direction, and morality of the Superintendent candidates become prominent. At this point, the comparison shifts from mere recognition and name value to an evaluation of the candidate's overall image based on past actions and current attitudes.

Therefore, those preparing for the election for the Superintendent of Education need to perceive these two periods as requiring different strategies. The period from January to March, the 'calm period,' is a time to quietly build support and trust, while the concentrated period from April to June is when the accumulated trust is tested against policies and visions. Failing to distinguish between these two phases and solely relying on last-minute promotional tactics like banners and text messages without undergoing ethical scrutiny can make it challenging to withstand the storm of ethical evaluation.

Ultimately, the election for the Superintendent of Education is a test of society's standards regarding education. Unlike other elections dominated by political understanding and regional development logic, in this election, the consistency of common sense and ethical standards for children is crucial. For voters, adhering to these standards until the end is essential, while for candidates, being prepared to uphold these standards is a self-proving task that lies ahead.