교원 헌신에 대한 권한강화의 효과 연구

국문 초록 (Abstract)

이 연구는 서울지역 초중등학교 교원을 대상으로 교원 헌신에 대한 권한강화의 효과를 분석하였다. 초중등 교원의 권한강화와 헌신의 정도를 파악하고, 개인과 학교 배경변인 및 학교 환경요인의 권한강화와 헌신에 대한 효과를 분석한 결과, 우리나라 교원은 자율성과 신뢰 차원의 권한강화를 높게 인식했고, 학교조직보다 교직에 대해 더 헌신적이었다. 교원의 연령과 교육수준이 높고, 사립과 중등학교일수록 여교원 비율은 낮았고, 경력이 많고 남자일수록 공식적 권위는 높고, 고연령일수록 자율성은 낮았다. 자원유용성은 보통 이하였고 교장지도력은 더 높았다. 초등교원은 협력과 신뢰를 높게 인식했고, 중등교원은 학교조직에 더 헌신적이었다. 교장지도력은 권한강화 4차원 모두와 학교조직 헌신에 대해 효과적이었다. 교원권한강화는 그 차원에 따라 헌신에 대한 효과가 달랐다. 조직헌신에 대해서는 협력, 신뢰, 공식적 권위가 그리고 교직헌신에 대해서는 신뢰, 자율성, 공식적 권위가 효과를 보였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of teacher empowerment on teacher commitment using survey data from elementary and secondary school teachers in Seoul. For this purpose, four research questions were examined. (1) To what extent teachers perceive of empowerment and commitment? (2) Is there significant relationship among background variables and school environmental factors? (3) Do the background variables and environmental factors considered have impacts on teacher empowerment and commitment? (4) Does teacher empowerment have impacts on teacher commitment?<br/>
The survey instrument was made up of questions regarding teacher empowerment, teacher commitment and demographic information. Teacher empowerment was a 4-dimensional construct that consisted of formal authority, autonomy, collaboration, and trust. Using the affective aspect of Meyer and Allen's three-component commitment model, this study categorized teacher commitment into two of organizational and professional commitment. The four teacher empowerment dimensions were measured by 17 items. School organizational commitment and professional commitment were measured by 7 and 6 items, respectively.<br/>
Five hundred questionnaires were randomly distributed and 415 out of them were collected. Out of the respondents, male teachers were 35% and female teachers were 59%. More than 50% of the teachers were in their 30s, and 37% held a master's degree or higher one. About 39% of the respondents had 5 through 9 years of teaching experience.<br/>
The rates of respondents by school level were 52%, 26%, and 15% for elementary, middle, and high school levels, respectively. The national/public school teachers were 76% and private school teachers were only 17%. The data collected were analyzed by employing a stepwise multiple regression method, and main results are summarized below.<br/>
First, Korean teachers felt most highly empowered in autonomy and trust, but most lowly empowered in formal authority. In addition, they were more committed to the teaching profession rather than to a school organization. Second, the older and more highly educated, the fewer female teachers there were. Private school teachers had less years of teaching experience than public school teachers did. Third, more experienced and male teachers felt more empowered in the formal authority dimension. Elementary school teachers were more empowered in collaboration and trust than secondary school teachers were. Unlike elementary school teachers, secondary school teachers were significantly more committed to the school organization. In particular, principal leadership as a school environmental factor had significant impacts on all the four teacher empowerment dimensions and teacher commitment to organization. Finally, as far as the relationship between teacher empowerment and teacher commitment is concerned, each dimension of empowerment had a differential effect on teacher commitment. For instance, for the impact on the teachers' organizational commitment, collaboration was the most significant, trust was the next, and formal authority was the least. For the teachers' professional commitment, however, trust was the most significant and autonomy was the next. While trust and formal authority had effects on both the organizational and professional commitment, collaboration had influences just on organizational commitment. Interestingly, formal authority had impacts on the teaching professional commitment in a negative way.<br/>
In conclusion, teacher empowerment needs to be approached in a multiple way in order to facilitate teacher commitment as one proxy for effective schools. It is more urgently required to facilitate teacher commitment to a school organization than to the teaching profession. To do this, each school needs to improve teachers' collaboration, formal authority, and trust. In particular, teachers' collaboration should be considered as a key mechanism to facilitate tea

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 분석 결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract