학교 특성과 교사 헌신의 구조적 관계

국문 초록 (Abstract)

본 연구는 교사 개인 변인을 통제한 후 학교 특성이 교사 헌신에 미치는 효과를 경험적 자료를 통하여 분석함으로써 교사 헌신 제고를 위한 정책적 시사점을 도출하는 데 목적을 두고 수행되었다. 우리나라 인문계고 100개교에 근무하는 3,730명의 교사를 대상으로 질문 조사를 실시하였으며, 수집한 자료는 위계적 선형 모형을 적용하여 분석하였다. 분석 결과, 우리나라 인문계 고등학교의 경우 교사 헌신 수준의 학교 차이는 유의미한 것으로 나타났으며, 이러한 차이는 설립유형, 평준화여부, 저소득층학생비, 자율성, 학생행동관리, 학습기회 등 다양한 학교 특성에 의해 유발되었다. 이러한 결과를 바탕으로 현직교육 제도, 고교평준화 제도, 공립학교 교원순환근무 제도 등의 개선을 정책적 제언으로 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find and explain the effect of school characteristics on teacher commitment to teaching, student, and school organization. Data was collected by using two different questionnaires(for teacher and for school). The final sample size 98 schools and 2,913 teachers. I used Hierarchical Linear Model(HLM 5.2 for windows) for the investigation of net effect of school characteristics on teacher commitment after controlling the influence of teacher-level variables.
The major findings of this study are as followings: firstly, although the school effect on teacher commitment exists, the effect size of the school characteristics on teacher commitment is much smaller than that of teacher characteristics on teacher commitment. Secondly, after controlling the effect of teacher-level variables, the difference of teacher commitment among schools is statistically and practically significant. The school characteristics that cause the difference are various: the type of the establishment of the school, whether the school is located in the region of the equalization policy or not, the ratio of low-income-family students to total students, autonomy, management of student behavior, and learning opportunity. Thirdly, there are some interactive effects between teachers' individual characteristics and schools' organizational characteristics.
Recommendations to improve the level of teacher commitment based on the findings of this study are as followings: school administrators should pay attention to and improve the socio-psychological processes that teachers experience. the current personnel system of teachers and the in-service education system for teachers need to be reformed. the high-school-equalization policy and the circulation system of teacher service in public school need to be reconsidered.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 분석 결과
• Ⅴ. 논의
• Ⅵ. 결론 및 제언
• 참고문헌
• Abstract