[제1토론] 「영유아의 행복한 삶을 위한 실천적 과제」에 대한 토론1

신재흡 한국유아교육·보육복지학회 2014 한국유아교육·보육행정학회 학술발표대회 논문집 Vol.- No.1

서번트 리더십과 팔로워십이 학교 조직효과성에 미치는 영향 분석

신재흡 교육종합연구원 2010 교육종합연구 Vol.8 No.2

This study was intended to identify the impact of the principal's servant leadership and followership perceived by teachers on school organizational effectiveness. For this purpose, it attempted to analyze whether there was a difference in servant leadership(SL), followership(F) and school organizational effectiveness(SOE) according to their background factor and analyze the correlation among three factors, and the impact of subfactors such as SL and F on SOE. To carry out this study, the questionnaire research was conducted for 600 teachers working in 10 elementary, middle and high schools in the Kyonggi Province. Of them, 542 questionnaires were adopted for data analysis. Based on the findings, this study drew the following conclusion:It was found that the high level of perception existed on SL for elementary school, male teachers, public school, high-career teachers, chairperson, on F for male teachers, public school, high-career teachers, chairperson, on SOE for elementary school and high-career teachers, chairperson. And it was found that there was a significant correlation among three factors, and SL had an impact on F, which had an impact on SOE. In addition, it was found that credibility, fairness, as one of SL factors, and independence, activeness as F factors had an impact on SOE, but SL had a greater stepwise impact on SOE than teachers' F. Accordingly, it is necessary to make practical use of such SL factors as credibility, fairness and such F factors as independence, activeness in order to increase SOE, which could help to improve the performance and quality of educational activity.

학교장의 감성적 리더십과 임파워먼트가 학교 조직효과성에 미치는 영향 분석

신재흡 한국교원교육학회 2010 한국교원교육연구 Vol.27 No.4

이 연구는 교사가 지각한 학교장의 감성적 리더십과 임파워먼트가 조직효과성에 미치는 영향을 구명하는 데 목적이 있다. 구체적인 연구목적은 감성적 리더십, 임파워먼트, 조직효과성이 교사들의 배경변인에 따라 차이가 있는지를 분석하였고, 세 변인 간의 상관관계, 감성적 리더십과 임파워먼트의 하위변인들이 학교 조직효과성에 미치는 영향을 분석하였다. 이러한 연구결과를 수행하기 위하여 경기도 지역에 근무하는 초?중?고등학교 각각 10개 학교에 근무하는 교사 600명을 대상으로 설문조사 하였고, 이중에서 556명을 대상으로 자료를 분석하였다. 이 연구에서 분석한 결과를 토대로 결론을 제시하면 다음과 같다. 감성적 리더십은 초등학교, 여교사, 국?공립, 30학급 미만, 부장교사, 임파워먼트는 초등학교, 국?공립, 고 경력 교사, 부장교사, 석사학위 이상, 학교 조직효과성은 초등학교, 여교사, 국?공립, 30학급 미만, 부장교사가 높은 인식을 나타냈다. 그리고 세 변인 간은 유의미한 상관관계를 보였고, 또한 감성적 리더십과 임파워먼트는 학교 조직효과성에 영향력이 있으며, 특히 감성적 리더십 변인 가운데 관계 관리와 임파워먼트 변인 중에 의미감, 역량, 영향력이 전체적으로 학교 조직효과성에 영향을 미쳤다. 그리고 학교 조직효과성에 대한 단계별 영향력에서는 교사들이 학교장의 감성적 리더십뿐만 아니라 임파워먼트까지 인식을 할 때 교사들의 학교 조직효과성이 더 높아짐을 알 수 있다. 결국 학교 조직효과성을 증대하기 위해서는 감성적 리더십 변인 중 관계관리와 임파워먼트 변인 중 의미감, 역량, 영향력을 활용하는 것이 교육현장에서 행해지는 교육활동의 성과와 질을 개선할 수 있음을 나타낸다.

학교장의 서번트 리더십과 학교 조직문화가 학교 조직효과성에 미치는 영향 분석

신재흡 교육종합연구원 2012 교육종합연구 Vol.10 No.1

This study was intended to identify the impact of the principal's servant leadership and school organizational culture perceived by teachers on school organizational effectiveness. For this purpose, it attempted to analyze whether there was a difference in servant leadership(SL), school organizational culture(SOC) and school organizational effectiveness(SOE) according to their background factor and analyze the correlation among three factors, and the impact of subfactors such as SL and SOC on SOE. To carry out this study, the questionnaire research was conducted for 600 teachers working in 20 elementary, middle and high schools in the Kyonggi Province. Of them, 547 questionnaires were adopted for data analysis. Based on the findings, this study drew the following conclusion:It was found that the high level of perception existed on SL for elementary school, high-career teachers, chairperson, on affiliation culture(AC) and rationality culture(RC) for elementary school, on AC, progressive culture(PC) and RC for high-career teachers and chairperson, on PC for less than 30 classes, on PC and RC for holders of the master's degree in SOC, on SOE for elementary school, high-career teachers and chairperson. And it was found that there was a significant correlation among three factors, and SL had an impact on SOC, which had an impact on SOE. In addition, it was found that respect, fairness as one of SL factors, and affiliation culture, rationality culture as SOC factors had an impact on SOE, but SOC had a greater stepwise impact on SOE than teachers' SL. Accordingly, it is necessary to make practical use of such SL factors as respect, fairness and such SOC factors as affiliation culture, rationality culture in order to increase SOE, which could help to improve the performance and quality of educational activity.

평생교육체제를 구축하기 위한 유비쿼터스에 관한 연구

신재흡,Shin, Jae-Heub 한국교육녹색환경연구원 2004 교육·녹색환경연구 Vol.4 No.4

In this study, the following findings were obtained: First, life-long educational system should be reinforced that can train and educate people to fit their situation and provide the necessary manpower in a just-in-time manner by getting away from the school-centered education and rapidly introducing the knowledge required in both the world market and the domestic market. This can be said to be the global trend in the ubiquitous age. Second, government should make efforts to build up the life-long educational system that can make the persons trained and educated in schools the manpower required by the state and society. Third, Life-long learning policy starts with providing for the system of lifting all kinds of limits and obstacles so that anyone needing learning can learn and his learning may not discriminated from schooling. For this policy or system to be effectively promoted, government should reinforce administrative and financial support system for investment in and research on the ubiquitous department. Fourth, It is quiet right that the very effort we are going give the super to the ubiquitous education is a shortcut to solving rapidly lots of problems heaped on our present life-long educational system.

감성적 리더십, 학교 조직문화, 직무만족 간의 구조 관계

신재흡 교육종합연구원 2015 교육종합연구 Vol.13 No.1

This study explored the way achieving effectively the performance of the school organization in the desirable relationship between principals and teachers, who are important members of the school organization by pondering the direct effect of principal's emotional leadership on job satisfaction and the indirect effect through school organizational culture, and analyzed the relationship among principal's emotional leadership perceived by teachers, school organizational culture, and job satisfaction. The 600 teachers who work in the ten elementary, middle, and high schools in Gyeonggi-do were the subject for the questionnaire about this study, and among them, 443 teachers were chosen for analyzing the results. The conclusions based on analysis of this study are as follows:Firstly, there was significant positive correlation among the three factors. Secondly, principal's emotional leadership and school organizational culture had an effect on organizational culture and job satisfaction respectively. In addition, emotional leadership affected the job satisfaction. Thirdly, goodness of fit index in this research model was X²=284.911, p=.001, and GFI was .915, and AGFI was .868, and RMR and RMSEA was .023 and .086(90% confidence interval .076-.096) respectively. Thus, numerical value was suitable for expropriation level, and it was shown that TLI was .927, NFI was .931, CFI was .946, and IFI was .947, but this result can be evaluated as a good model because all indexes showed higher goodness of fit than expropriation level(.90) except for AGFI. Fourthly, principal's emotional leadership had an effect on job satisfaction directly, and also affected the job satisfaction indirectly through school organizational culture.

교사가 지각한 학교장의 변혁적 지도성과 학교 조직 문화 및 학교 조직효과성 간의 관계

신재흡 한국교육행정학회 2002 敎育行政學硏究 Vol.20 No.3

도덕적 지도성과 임파워먼트가 교직헌신에 미치는 영향 분석

신재흡(Shin Jae-heub) 한국교육행정학회 2007 敎育行政學硏究 Vol.25 No.2

이 연구는 교사가 지각한 학교장의 도덕적 지도성과 임파워먼트가 교직헌신에 미치는 영향을 구명하는 데 목적이 있다. 구체적인 연구목적은 도덕적 지도성, 임파워먼트, 교직헌신이 교사들의 배경변인에 따라 차이가 있는지를 분석하였고, 세 변인 간의 상관관계, 도덕적 지도성과 임파워먼트의 하위변인들이 교직헌신에 미치는 영향을 분석하였다. 이러한 연구결과를 수행하기 위하여 경기도 지역에 근무하는 초ㆍ중ㆍ고등학교 각각 10개 학교에 근무하는 교사 600명을 대상으로 설문조사 하였고, 이중에서 508명을 대상으로 자료를 분석하였다. 이 연구에서 분석한 결과를 토대로 결론을 제시하면 다음과 같다. 도덕적 지도성은 초등학교, 임파워먼트는 초등학교, 남교사, 고 경력교사, 부장교사, 석사학위소지자, 교직헌신은 초등학교, 남교사가 높은 인식을 나타냈다. 그리고 세 변인 간은 유의미한 상관관계를 보였고, 또한 도덕적 지도성은 임파워먼트, 임파워먼트는 교직헌신에 영향력이 있으며, 아울러 도덕적 지도성변인 가운데 내재적 만족과 임파워먼트 변인 중에 역량, 의미감, 자율성이 전체적으로 교직헌신에 영향 을 미쳤다. 그리고 교직헌신에 대한 단계별 영향력에서는 교사들이 학교장의 도덕적 지도성뿐만 아니라 임파워먼트까지 인식을 할 때 교사의 교직헌신이 더 높아짐을 알 수 있다. 따라서 교직헌신을 증대하기 위해서는 도덕적 지도성 변인 가운데 내재적 만족, 동료의식, 전문직업적 이상과 임파워먼트 변인 중 의미감, 역량, 자율성을 활용하는 것이 교육활동의 성과와 질을 개선할 수 있음을 보여 주었다. This study was intended to identify the impact of the principal's moral leadership and empowerment perceived by teachers on the commitment of their teaching. For this purpose, it attempted to analyze whether there was a difference in moral leadership, empowerment and commitment to teachers' teaching(CTT) according to their background factor and analyze the correlation among three factors, and the impact of subfactors such as moral leadership and empower on CIT. To carry out this study, the questionnaire research was conducted for 600 teachers working in 10 elementary, middle and high schools in the Kyonggi Province. Of them, 508 questionnaires were adopted for data analysis. Based on the findings, this study drew the following conclusion: It was found that the high level of perception existed on moral leadership for elementary school, on empowerment for elementary school, male teachers, high-career teachers chairperson and holders of the master's degree, on CIT for elementary school and male teachers. And it was found that there was a significant correlation among three factors, and moral leadership had an impact on empowerment, which had an impact on CTT. In addition, it was found that intrinsic satisfaction as one of moral leadership factors, and competence, meaningfulness and self-determination as empowerment factors had an impact on CTT, but moral leadership had a greater stepwise impact on CTT than teachers' empowerment. Accordingly, it is necessary to make practical use of such moral leaderships factors as intrinsic satisfaction, collegiality and professional ideal and such empowerment factors as meaningfulness, competence and self-determination in order to increase CTT, which could help to improve the performance and quality of educational activity.

학교장의 서번트 리더십과 임파워먼트가 조직시민행동에 미치는 영향 분석

신재흡 ( Jae Heub Shin ) 안암교육학회 2013 한국교육학연구 Vol.19 No.1

이 연구는 교사가 지각한 학교장의 서번트 리더십과 임파워먼트가 조직시민행동에 미치는 영향을 구명하는 데 목적이 있다. 구체적인 연구목적은 서번트 리더십, 임파워먼트, 조직시민행동이 교사들의 배경변인에 따라 차이가 있는지를 분석하였고, 세 변인 간의 상관관계, 서번트 리더십과 임파워먼트의 하위변인들이 조직시민행동에 미치는 영향을 분석하였다. 이러한 연구결과를 수행하기 위하여 경기도 지역에 근무하는 초?중?고등학교 각각 20개 학교에 근무하는 교사 600명을 대상으로 설문조사 하였고, 이중에서 522명을 대상으로 자료를 분석하였다. 이 연구에서 분석한 결과를 토대로 결론을 제시하면 다음과 같다. 서번트 리더십은 초등학교, 남교사, 고 경력교사, 부장교사, 임파워먼트는 남교사, 고 경력 교사, 부장교사, 석사학위이상, 조직시민행동은 초등학교, 국?공립, 부장교사가 높은 인식을 나타냈다. 그리고 세 변인간은 유의미한 상관관계를 보였고, 또한 서번트 리더십과 임파워먼트는 조직시민행동에 영향력이 있으며, 또한 서번트 리더십 변인 가운데 공정성과 임파워먼트 변인 중에 역량이 전체적으로 조직시민행동에 영향을 미쳤다. 그리고 조직시민행동에 대한 단계별 영향력에서는 교사들이 학교장의 서번트 리더십뿐만 아니라 임파워먼트까지 인식을 할 때 교사들의 조직시민행동의 효과성이 더 높아짐을 알 수 있다. 결국 조직시민행동의 효과성을 증대하기 위해서는 서번트 리더십 변인 가운데 공정성 변인과 임파워먼트 변인 중 역량, 의미감 변인을 활용하는 것이 교육현장에서 행해지는 교육활동의 성과와 질을 개선할 수 있음을 나타낸다. This study was intended to identify the impact of the principal`s servant leadership and empowerment perceived by teachers on organizational citizenship behavior. For this purpose, it attempted to analyze whether there was a difference in servant leadership(SL), Empowerment(E)and organizational citizenship behavior(OCB) according to their background factor and analyze the correlation among three factors, and the impact of subfactors such as SL and E on OCB. To carry out this study, the questionnaire research was conducted for 600 teachers working in 20elementary, middle and high schools in the Kyonggi Province. Of them, 522 questionnaires were adopted for data analysis. Based on the findings, this study drew the following conclusion: It was found that the high level of perception existed on SL for elementary school, male teachers, high-career teachers, chairperson, on E for male teachers, high-career teachers, chairperson, holders of the master`s degree, on OCB for elementary school, public school and chairperson. And it was found that there was a significant correlation among three factors, and SL had an impact on E, which had an impact on OCB. In addition, it was found that fairness, as one of SL factors, and meaningfulness, competence as E factors had an impact on OCB, but E had a greater stepwise impact on OCB than teachers` SL. Accordingly, it is necessary to make practical use of such SL factors as fairness and such E factors as meaningfulness, competence in order to increase OCB, which could help to improve the performance and quality of educational activity.

유아교사가 지각한 임파워먼트와 조직헌신성과의 관계 연구

신재흡(Shin, Jae Heub),임효선(Lim, Hyo Sun) 한국유아교육·보육행정학회 2010 유아교육·보육복지연구 Vol.14 No.4

이 연구는 유아교사가 지각한 임파워먼트와 조직헌신성과의 관계를 조사.분석하여 유아교육 기관의 원활한 운영에 도움이 되는 개선방안을 모색하는데 연구의 목적이 있다. 구체적인 연구목적은 유아교사가 지각한 임파워먼트. 조직헌신성이 개인배경 변인에 따라 차이가 있는지를 분석하였다. 이러한 연구결과를 수행하기 위하여 서울지역 일부 유아교육기관에 재직 중인 교사 300명을 대상으로 설문조사하였고, 이 중에서 278명을 대상으로 자료 분석하였다. 이 연구의 결론을 제시하연 다음과 같다. 첫째, 교사가 지각한 임파워먼트는 교사의 배경변인 중 학력, 연령, 교육 경력, 재직 기간에 따라 다른 교사보다 유의한 차이가 있었다. 특히 전문성 신장의 하위변인 중 연령과 기관학급 규모에서 큰 인식 수준을 나타내었다. 둘째 유아교사의 조직헌신성은 교사의 배경변인에 따라 연령, 재직 기간, 교육 경력에 따라 유의한 관계가 있었다. 특히 충성심 하위요인 중에서 연령, 교육경력, 재직 기간에 대해 큰 인식 수준을 나타내었다. 셋째 교사가 지각한 임파워먼트와 조직헌신성 간에는 유의한 상관관계가 있었다. 따라서 교사는 조직헌신을 최대한 증가시키기 위해서 유연성을 가지고 기관에 맞게 대처해야 한다. 조직목표와 자신의 가치를 동일시하여 유아교육기관의 업무를 자신의 일처럼 여기고 조직에 대한 애착심을 불러일으켜 자발적으로 업무를 수행하고 조직 활동에 있어 활발한 의사결정 참여를 하여 교사 스스로의 전문성 신장과 더불어 자기 효능감과 자기 결정성을 증진시킬 수 있도록 노력해야 한다. 이러한 교사 임파워먼트를 통해 조직헌신이 이루어지도록 노력할 때, 교사들의 조직헌신성이 크게 향상되며 유아교육기관의 성과와 질을 높일 수 있다. To accomplish this study, the questionnaire research was conducted for 278 teachers working in the early-childhood educational institutions located in Seoul. As a result, the following conclusion was drawn: First, it was found that there was a significant difference in teachers' perceived empowerment according to their background factors. That is, teachers who had the higher educational level, were older and had more than 10 years of educational career and employment showed the higher level of perceived empowerment than the counterparts. Second, it was found that there was a significant difference in early childhood educators' organizational commitment according to their background factors. That is, the teachers who were older and had the longer period of employment and educational career showed the higher level of organizational commitment than any other group. Third, it was found that there was a significant correlation between early childhood educators' perceived empowerment and organizational commitment. Accordingly, early childhood educators should cope with it to fit the institution with flexibility in order to increase organizational commitment to the maximum. And they should make efforts to identify organizational goal with their value, regard the job of the early-childhood educational institution as their job, arouse attachment to the organization, accomplish their job voluntarily, participate in the active decision-making process in relation to organizational activity and increase self-efficacy and self-determination along with the increase of speciality.