유치원 초임교사의 입문교육에서 멘터 역할 및 인성 특성과 조직유효성간의 관계 연구 = (A)study on the relationship among mentors' roles, their personality and organizational effectiveness in induction education for beginning teachers of early childhood education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the roles of mentors, of their personality characteristics and of organizational effectiveness in kindergarten induction education for first- year teachers, to look into the influence of their demographic variables on three factors, and to explore the relationship among the three factors.
The subjects in this study were 926 teachers who worked at public and private kindergartens across the nation. After completing their mentor roles, personality characteristics and organizational effectiveness were assessed, factor analysis was utilized to determine the validity and reliability of those variables. An AMOS structural equation model was employed to look for correlation among them and to evaluate the fitness of the model. The findings of the study revealed the following :
First, there appeared to develop seven kinds of mentor roles, which included a role model, acceptance & confirmation, sponsorship, coaching & protection, counseling & friendship, challenging assignment, exposure- and-visibility. Those mentor roles tended to be highly valid and reliable. When their demographic variables were taken into account, they performed their mentor roles better when there were both formal and informal mentors at their work places. Those who continued to serve as mentors for four years or more and whose teaching career was 10 years or more expressed bigger satisfaction with their own mentor roles. Those who worked at national and public kindergartens were better at role model, sponsorship and exposure-and-visibility, and the mentors who received graduate-school or higher education were more excellent in terms of sponsorship, exposure-and-visibility and challenging assignment. The mentors who were at the age of 41 and up were more superior in terms of exposure-and-visibility and sponsorship, and those whose age was between 31 and 40 were greater at counseling and friendship.
Second, five elements were selected to judge the personality characteristics of the mentors, and those elements tended to be highly valid and reliable. As for the impact of the demographic variables, the openness, extroversion, conscientiousness and agreeableness of the mentors were more prized at kindergartens where both formal and informal mentors existed. As to the stage of mentoring, those who were in an active, independent or equal stage had a higher opinion on the openness, conscientiousness and agreeableness of their mentors. And those who worked at national and public kindergartens put more value on the openness, extroversion and conscientiousness of the mentors.
Those who worked at kindergartens equipped with formal mentors only and at private kindergartens were more conscious of the neuroticism of their mentors. The mentors who were more open, extroverted, conscientious and agreeable played their roles better, and those who worked at national and public kindergartens found the roles of their mentors more satisfactory than the private kindergarten mentors.
Third, there were seven organizational effectiveness factors, which tended to be highly valid and reliable. As for the impact of the demographic variables, their organizational effectiveness was significantly different according to their gender and the type and stage of mentoring.
The national and public kindergarten teachers surpassed private kindergarten teachers in terms of job security, loyalty and attachment, and the former surpassed the latter in the relationship with mentors as well. The mentors who were male had a far better effect in organizational effectiveness. The private kindergarten teachers had a stronger turnover intention when their mentors were female, which indicated that the private kindergarten teachers didn't have smooth relations with their mentors.
Fourth, concerning connections between the roles of the mentors and their personality characteristics, if was found that their extroversion, conscientiousness, openness and agreeableness had a positive correlation to their own roles, and that their neuroticism was negatively correlated to their roles. Namely, what mattered in the quality of mentor relationship was the personality characteristics of mentors. Mentors should be responsible, faithful, outgoing, lively, receptive and embrace others. But they shouldn't be insecure emotionally nor selfish grumblers. It could be inferred from those findings that mentors who are more extroverted, conscientious, open and agreeable are better performers, and that those who are more neurotic are poor performers. Accordingly, the personality characteristics of mentors have a secondhand impact on their roles and organizational effectiveness.
Fifth, as for the relationship of the mentor roles in organizational effectiveness, the story showed that listening up to the personal and job-related troubles of the mentees, being concerned about them and building a friendly relationship with them were more important than providing them with a chance for promotion, assisting them to get promoted and exposing or introducing them to others. In addition, the experienced mentors played a crucial role in providing the mentees with knowledge, knowhow and all sorts of information necessary for career management so that they could be well attached and committed to a new organization.
Sixth, the correlation coefficients of the personality characteristics of the mentors to the organizational effectiveness of the mentees were low in general, which implied that those factors had a very weak mutual correlation.
The neuroticism of the mentors was of no use for the organizational effectiveness of the mentees and deteriorated their mutual relationship. Besides, that ignited the turnover intention of the mentees, and exercised a negative influence on their organizational commitment, career commitment, career planning and job satisfaction.
Seventh, when the structural equation model was utilized to look for connections among the roles and personality characteristics of the mentors and the organizational effectiveness of the mentees, the personality characteristics of the mentors had a secondhand impact on the normative commitment, career commitment, affective commitment, job satisfaction, turnover intention and continuance commitment of the mentees. The roles of the mentors exerted a secondhand influence on their normative commitment, career commitment, affective commitment, job satisfaction, turnover intention, career planning and continuance commitment. In other words, the roles and personality characteristics of the mentors had a secondhand impact on organizational effectiveness.

국문 초록 (Abstract)

본 연구의 목적은 유치원 초임교사의 입문교육을 지원해 주는 멘터 역할을 알아보고, 멘터가 어떤 역할을 수행해야 하는지를 분명히 하며, 멘터의 인성 특성 요인들과 조직유효성간의 관계를 파악하여 보다 효과적인 멘터링 프로그램을 개발하고 나아가 운영 방안을 모색하는 것이다. 이러한 목적을 달성하기 위하여 전국 공.사립 유치원 교원 중 926명을 분석 대상으로 하여 멘터 역할, 멘터의 인성특성 및 조직유효성을 조사하여 탐색적 요인분석을 통한 타당도와 신뢰도를 구하고 차이를 분석하며 세 변인간의 상관 분석 및 모형의 적합도를 AMOS 구조 방정식으로 검증하였다. 이에 대한 분석 결과를 토대로 결론을 내리면 다음과 같다.
첫째, 멘터의 역할은 7개 요인으로서 역할모형기능, 수용 및 지원기능, 후원기능, 지도 및 보호기능, 우정 및 상담기능, 도전적 업무부여기능, 노출 및 소개기능으로 구성되었고 타당도와 신뢰도가 비교적 높았다. 멘터의 역할을 인구 통계적 변인과의 차이를 분석한 결과 멘터 유형이 공식적인 멘터와 비공식적인 멘터 둘 다 있는 경우에 더 멘터의 역할을 잘 수행하였다. 멘터링 기간이 4년 이상, 교육경력이 10년 이상 정도에서 멘터 역할에 큰 만족을 느끼고 있었고, 국.공립에서 역할모형기능, 후원기능, 노출 및 소개기능에서 멘터 역할을 잘하는 것으로 나타났으며 대학원 이상의 학력을 가진 멘터가 후원기능, 노출 및 소개기능, 도전적 업무부여기능을 잘하는 것으로 분석되었다. 또한 멘터의 연령이 41세 이상일 경우에는 노출 및 소개 기능, 후원기능의 역할을 잘하고, 31-40세인 경우에는 우정 및 상담기능을 잘 하는 것으로 드러났다.
둘째, 멘터의 인성특성 요인은 5개로 타당도와 신뢰도가 높은 편이었고 인구통계학적 변인과의 차이는 멘터 유형이 공식적인 멘터와 비공식적인 멘터 둘 다 있는 경우에 멘터의 개방성, 외향성, 지각성, 수용성을 더 높이 평가했고, 멘터링 단계가 적극적 단계, 독립단계 및 동등단계의 경우에 멘터의 개방성, 지각성, 수용성을 높이 평가했으며, 국.공립인 경우에 멘터의 개방성, 외향성, 지각성을 높게 평가하는 것으로 나타났다. 또한 멘터의 인성특성 중 신경질적 요인은 공식적인 멘터만 존재하는 경우와 사립인 경우에 더 높게 평가 되었다. 이것은 멘터의 인성특성 요인 중 개방성, 외향성, 지각성, 수용성을 가진 멘터가 멘터의 역할을 더 잘 하는 것으로 나타났다. 또한 국.공립 유치원에서 사립유치원 보다 멘터의 역할에 더 만족하는 것을 알 수 있다.
셋째, 조직유효성 요인은 7개로 타당도와 신뢰도는 높은 편이고 인구통계학적 변인와의 차이는 멘터 성별, 멘터 유형, 멘터링 단계에 따라 유의미한 차이가 나타났다 국.공립에서 교직의 안정감과 충성심 및 애착감이 높고 멘터 관계가 사립에 비해 활성화 되어 있음을 알 수 있었다. 또한 멘터가 남자인 경우에 조직유효성에 훨씬 큰 효과가 나타났고 사립에서 멘터가 여자일 때 이직의도가 높은 결과가 나온 것은 사립 교사의 멘터 관계가 잘 이루어지고 있지 않음을 알 수 있었다.
넷째, 멘터 역할과 인성특성과의 분석 결과는 멘터의 인성특성 중 외향성, 지각성, 개방성, 수용성이 멘터 역할과 정(+)의 상관관계가 나타났으며, 신경질성에서는 부(-)의 상관관계가 나타났다. 즉 멘터 관계의 질에 있어서 가장 중요한 것은 멘터의 인성 특성이라고 볼 수 있다. 즉 멘터는 우선 책임감과 성실함을 갖추고 있어야 하고, 적극적이고 쾌활하며, 다른 사람을 수용할 수 있어야 한다. 또한 멘터는 정서가 불안정하거나 자기중심적인 사람이거나 불평/불만이 많은 사람이어서는 안된다. 이는 멘터의 인성 특성이 외향성, 지각성, 개방성, 수용성일 경우에 멘터링(mentoring) 정도가 높고, 신경질성인 경우에 멘터링(mentoring) 정도가 낮다는 것을 알 수 있다. 따라서 멘터의 인성특성은 조직유효성과 멘터의 역할에 직.간접적인 영향을 주고 있음을 알 수 있다.
다섯째, 멘터의 역할과 조직유효성과의 분석 결과에서 알 수 있었던 것은 멘터가 멘티에게 승진기회를 제공하거나 승진될 수 있도록 후원하는 역할과 같은 일적인 성공후원역할 보다는 개인적인 고민, 업무상의 애로사항 상담과가 같이 서로를 이해하고 호의적인 정서적 관계가 중요하다는 것이다. 또한 개인이 새로운 조직에 정서적으로 애착을 느끼고 몰입하는데 있어 경력관리에 필요한 지식 및 기술을 지도하고 각종정보를 전달하는 등 멘터라는 선배의 지도 역할이 중요함을 예측 할 수 있다.
여섯째, 멘터의 인성특성 요인과 멘티의 조직유효성 요인들 간의 상관관계는 상관계수가 대체로 낮게 나타남으로써 아주 낮은 상관관계를 보이고 있다. 즉 멘터의 신경질성은 멘티의 조직유효성에 전혀 도움이 되지 않으며 멘터 관계가 이루어지지 않고 있음을 알 수 있고, 높은 이직의도뿐 아니라 조직몰입, 경력몰입, 경력계획, 직무만족 등에서도 부정적인 결과와 상관이 있었다.
일곱째, 멘터의 역할과 인성특성 및 조직유효성 간의 관계를 구조 방정식 모형을 통하여 분석한 결과 멘터의 인성특성은 규범적 몰입, 경력몰입, 감정적 몰입, 직무만족, 이직의도, 근속적 몰입 등에 간접적인 영향을 미치는 것으로 나타났고, 멘터의 역할은 규범적 몰입, 경력몰입, 감정적 몰입, 직무만족, 이직의도, 경력계획, 근속적 몰입 등에 간접적인 영향을 미치고 있는 변인으로 나타났다. 즉 멘터의 역할과 멘터의 인성특성은 조직유효성에 간접적인 영향을 미친다는 것을 알 수 있다.

목차 (Table of Contents)

• 국문 요약
• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 초임교사의 입문교육 = 8
• 가. 초임교사의 특성과 직무곤란 = 8
• 나. 입문교육의 개념 = 12
• 다. 대표적인 입문교육 프로그램과 그 교육적 효과 = 14
• 2. 멘터링과 멘터 교육 = 24
• 가. 멘터링의 기능 = 24
• 나. 멘터링의 효과 = 32
• 다. 멘터 교육 = 44
• 3. 멘터 역할과 인성특성 = 54
• 가. 인성개념 = 54
• 나. 인성특성 = 55
• 다. 멘터 역할과 인성특성 간의 관계 = 57
• 4. 멘터 역할과 조직유효성 = 60
• 가. 조직유효성의 변인 = 60
• 나. 멘터 역할과 조직유효성 간의 관계 = 72
• Ⅲ. 연구 방법 = 75
• 1. 연구 대상 = 75
• 2. 연구 도구 = 79
• 가. 멘터 역할 측정도구 = 80
• 나. 멘터의 인성특성 측정도구 = 80
• 다. 조직의 유효성 측정도구 = 81
• 3. 연구 절차 = 84
• 가. 도구제작 및 예비조사 = 84
• 나. 본조사 = 85
• 4. 자료처리 = 86
• 가. 타당도 분석 = 86
• 나. 신뢰도 분석 = 88
• 다. 차이 분석 = 89
• 라. AMOS를 활용한 구조방정식 모형 분석 = 89
• Ⅳ. 결과 및 해석 = 93
• 1. 멘터 역할 요인 및 차이 분석 = 93
• 가. 요인 분류 = 93
• 나. 신뢰도 = 95
• 다. 인구통계학적 변인에 따른 멘터 역할 차이 = 95
• 2. 멘터의 인성특성 요인 및 차이 분석 = 109
• 가. 요인 분류 = 109
• 나. 신뢰도 = 111
• 다. 인구통계학적 변인에 따른 멘터의 인성특성 차이 = 111
• 3. 조직유효성 요인 및 차이 분석 = 119
• 가. 요인 분류 = 119
• 나. 신뢰도 = 121
• 다. 인구통계학적 변인에 따른 멘티의 조직유효성 차이 = 121
• 4. 멘터 역할과 인성특성 및 조직유효성 간의 관계 분석 = 131
• 가. 멘터의 역할과 멘터의 인성특성 간의 관계 = 131
• 나. 멘터의 역할과 조직유효성 간의 관계 = 132
• 다. 조직유효성과 인성특성 간의 관계 = 133
• 라. 멘터의 역할과 인성특성 및 조직유효성 간의 관계 모형 = 134
• Ⅴ. 논의 및 결론 = 141
• 1. 논의 = 141
• 2. 결론 = 156
• 참 고 문 헌 = 160
• 부 록 = 182
• ［부록 1］ 멘터 역할 척도 설문지 = 182
• ［부록 2］ 인성 특성 척도 설문지 = 187
• ［부록 3］ 조직유효성 척도 설문지 = 192
• ABSTRACT = 197

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