학교 조직문화와 교사 자기개발 욕구의 관계 = The Relationship between Organizational Culture In The School and Teachers' Need for Self-Development

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this study is to define the relationship between organizational culture in the school and teachers' need for self- development, under the hypothesis that organizational culture in the school influences teachers' need for self-development differently according to teacher's personal backgrounds and characteristic of each school. For this study, three questions were set up as follows;
First, how do teachers think about organizational culture in the school according to their backgrounds (sex, position, career, and degree) and characteristic of their school(size)?
Second, how do teachers think about teachers' need for self- development according to their backgrounds(sex, position, career, and degree) and characteristic of their school(size)?
Third, what is the relationship between organizational culture in the school and teachers' need for self-development?
B. The method of study
This study has two part of questionnaires. The first part is based on the questionnaire developed by Lee Seok Yeol. The second part makes reference to the questionnaire which Kim Sung Hee made to inquire Teachers' need for Self-Development in 2003.
These questions answered by 447 teachers working in Daejeon Metropolitan City, Korea. The collected data were processed by the SPSSwin10.0 program and analysed by the mean, the standard deviation, t(F)-test, pearson correlations, Scheffe-test, and multiple regressions.
C. The Result of The Study
The results of this study are summarized as follows;
First, given from 1 to 4 degree, the mean of each organizational culture is 2.75 for hierarchical culture, 2.84 for grouping culture, 2.45 for reasonable culture and 2.60 for innovative culture. Schoolmaster are more innovative than schoolmistress and the master teachers are more innovative than common teachers. University men are more hierarchical than graduate school men.
There is no difference in organizational culture in school in accordance with characteristic of each school.
Second, given from 1 to 4 degree, the mean of the teachers' need for self-development is 2.78. Of itemized needs, the professional development need ,which gets 2.96, is the highest and the organizational development need ,which gets 2.55, is the lowest.
Third, the relationship between organizational culture in the school and teachers' need for self-development is related with the group culture(r=.347), innovative culture(r=.420) and rational culture(r=.162).
As a result of analysing subordinate causes of organizational culture in the school and teachers' need for self-development, innovative culture(p<.001) and grouping culture(p<.001) influence largely teachers' need for self-development.
D. Conclusion
The results of this study are summarized as follows;
First, teachers think that the grouping culture of organization is as positive as a rule and that the innovative culture of organization needs for teachers' long career.
Because of these tendencies, the grouping culture of organization which has cooperation and teamwork, is emphasized more than the hierarchical culture which makes account of bureaucratic order.
Second, there was a clear difference in teachers' need for self-development according to their personal background, which might relate to a promotion system considerably. In other words, those teachers who try to be promoted, have much stronger need for self-development. The above fact shows that teachers with long term career, male teachers, chief teachers, and those with much academic career make much account of need for self-development.
Third, in the relationship between organizational culture in the school and teachers' need for self-development, their need is related positively to the innovative culture and the grouping culture. In result, teachers whose school organization featured innovative or grouping culture, make much account of need for self-development and can adapt easily to the new circumstance.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 학교 조직문화에 관한 이론 = 5
• 2. 교사 자기개발 욕구에 관한 이론 = 13
• 3. 학교 조직문화와 교사 자기개발 욕구에 관한 고찰 = 19
• Ⅲ. 연구의 방법 = 23
• 1. 연구 대상 = 23
• 2. 측정 도구 = 24
• 3. 자료의 처리 = 27
• Ⅳ. 연구의 결과 및 해석 = 28
• 1. 교사가 지각한 학교 조직문화의 차이 분석 = 28
• 2. 교사가 지각한 교사 자기개발 욕구 차이 분석 = 32
• 3. 학교 조직문화와 교사 자기개발 욕구의 관계 분석 = 40
• Ⅴ. 요약·결론 및 제언 = 48
• 1. 요약 = 48
• 2. 결론 = 50
• 3. 제언 = 53
• 참고문헌 = 54
• ABSTRACT = 57
• 부록 = 61