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        학교조직의 학습지향성, 교사의 비판적 성찰행동 및 혁신행동과의 인과관계

        김희규,여동춘 한국홀리스틱융합교육학회 2019 홀리스틱융합교육연구 Vol.23 No.1

        The purpose of this study is to analyze the relationship among learning orientation of school organization, teachers’ critical reflective behavior, and teachers’ innovative behavior and to identify the moderating effect of critical reflective behavior between learning orientation of school organization and teachers’innovative behavior. In order to solve these questions, online survey method was applied to elementary and secondary school teachers in Ulsan and Pusan. A total of 690 responses were analyzed using SPSS 23.0 program. First, relating to the variables according to the establishment type, the teachers of public schools were found to have higher learning orientation and critical reflective behavior than the private school teachers. Also, relating to the variables according to the assignment to a position of the teachers, the head teachers of the school were found to have higher learning orientation and critical reflective behavior than the general teachers. Second, learning orientation of school organization is positively correlated with the teachers’ critical reflective behavior and the teachers’ innovative behavior. Third, it was found that learning orientation of school organization had a positive relationship with teachers' innovative behavior. Fourth, the moderating effect of teachers’ critical reflective behavior on the relationship between learning orientation of school organization and the teachers’ innovative behavior was found to have a significant effect. It is necessary for school organization to systematically and culturally endeavor to promote learning to teachers as a key factor in securing competitiveness of school organization. To achieve this, cultural support should be implemented, such as activating the teachers' learning and activating the learning community in the autonomous school organization.

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