학교조직유형과 교사의 학생지도관에 따른 학생의 사회성에 관한 연구 = (A) study on the sociability of students according to the school organization type and to the pupil control ideology of teachers

국문 초록 (Abstract)

본 연구의 목적은 학교조직유형과 교사의 학생지도관이 학생의 사회성과 어떠한 관계가 있는지를 실증적으로 규명하는데 그 목적이 있고， 이 연구 목적을 달성하기 위한 연구 문제를 구체적으로 제시하면 다음과 같다．
첫째， 학교조직은 어떠한 유형이며， 이 유형이 교사 및 학교 배경변인에 따라 어떠한 차이가 있는가？
둘째， 교사의 학생지도관을 알아보고， 이 지도관이 교사 및 학교의 배경변인 에 따라 어떠한 차이가 있는가？
셋째， 학교조직유형은 교사의 학생지도관과 어떠한 관련이 있는가？
넷째， 학교조직유형은 학생의 사회성과 어떠한 관련이 있는가？
다섯째， 교사의 학생지도관은 학생의 사회성과 어떠한 관련이 있는가？
여섯째， 학교조직유형과 교사의 학생지도관에 따른 학생의 사회성은 어떠한 관련이 있는가？
일곱째， 학교조직유형별에 따른 교사의 학생지도관은 학생의 사회성과 어떠한 관련이 있는가？
이 연구의 목적을 달성하기 위한 조사대상은 서울특별시 지역의 초등학교 554개교와 경기도 지역의 초등학교 901개교였다． 연구방법은 학교소재 지역을 고려한 다단계 군집 표집방법을 사용하여 6학년 담임교사가 지각한 학교조직유형과 교사의 학생지도관으로 응답하고 회수된 교사수는 291명이며， 학생수는 3,900명이었다．
자료 수집을 위한 도구는 학교조직유형 측정 질문지， 교사의 학생지도관 측정 질문지， 학생의 사회성 측정 질문지 등 세 부분으로 구성하였으며， 예비조사를 통하여 신뢰도와 타당도를 확보하였다． 학교조직유형은 Hoy와 Miskel의 학교조직유형 분류에 관한 이론을 바탕으로 하여 우리나라의 실정에 맞게 타당화한 강영삼의 검사 도구를 사용하였다． 학생지도관은 Willower와 그의 동료들이 교사의 학생지도 지향성을 측정하기 위하여 개발한 교사의 학생지도관 (Pupil Control Ideology: PCI） 을 유낙주가 보완하여 사용한 도구를 사용하였다． 그리고 학생의 사회성은 Hetherington의 사회적 수용도 검사와 Bakerman 과 Brown의 사회성 발달 검사를 우리의 실정에 맞게 남희은이 보완하여 사용한 것을 본 연구 대상에 적합하도록 재구성하여 사용하였다.

다국어 초록 (Multilingual Abstract)

1. Purpose
The purpose of this study was to examine the level sociability of students according to the school organization type and to the pupil control ideology of teachers. In order to accomplish the above objectives, the specific research question was as follows:
1. What is the type of school organizations? What differences do the background variables of teachers and schools make to that?
2. What is the pupil control ideology of teachers? What differences do the background variables of teachers and schools make to that?
3. What is the relationship between school organization type and the pupil control ideology of teachers?
4. What is the relationship between school organization type and the sociability of students?
5. What is the relationship between the pupil control ideology of teachers and the sociability of students?
6. What is the relationship of school organization type and the pupil control ideology of teachers to the sociability of students?
7. What is the relationship of the pupil control ideology of teachers affected by school organization type to the sociability of students?
2. Method
1) After relevant literature was reviewed, the data were collected by using three different inventories, the organizational type of school, the pupil control ideology of teachers, and the sociability of students.
2) The subjects in this study were 3,397 teachers and 4,189 sixth grade in 112 elementary schools in Seoul and Gyeonggi province.
3) For data handling, SPSS 12.0program was utilized to carry out ANOVA and posttest. The t-test, F-test, and Scheffe´ test were applied to verify the difference between variables at 5%, 1%, and 0.1% level of significance
3. Findings
1) Concerning the organizational type of school, the teachers investigated viewed their schools as a professional organization in general. The male teachers looked upon their schools as authoritarian the most, and the largest number of the female teachers regarded their schools as a professional organization(p<.001). The teachers with a low and high career considered their schools to be an professional organization, and those whose career was at an intermediate level rated their schools as disorderly(p<.05). The small schools were considered to be disorderly, and the large schools were thought to be professional(p<.001). According to school location, the greatest percentage of all the teachers from Seoul and Gyeonggi province looked upon their schools as a professional organization(p<.001).
2) As for the pupil control ideology of the teachers, they attached importance to guidance on the whole, and school size and school location, two of their background variables, made a difference to that. The teachers from the small schools placed more emphasis on supervision, and those from the large schools put more stress on guidance(p<.001). The teachers from Seoul and Gyeonggi province gave the most weight to guidance(p<.05).
3) Regarding connections between school organization type and the pupil control ideology of the teachers, the guidance-centered pupil control ideology was prevalent, regardless of school organization type(p<.05).
4) As to relations between school organization type and the sociability of the students, the sociability of the students varied with the type of school organization in general(p<.01).
5) In regard to connections between the pupil control ideology of the teachers and the sociability of the students, there was a relationship between the guidance-centered pupil control ideology of the teachers and the serviceship of the students, one of the subfactors of sociability (p<.05).
6) The sociability of the students was statistically significantly different according to the type of school organization and the pupil control ideology of the teachers(p<.001).
7) As for the relationship of school organization type and the pupil control ideology of the teachers to the sociability of the students, the sociability of the students got better when the teachers viewed their schools as a professional organization and served as a supervisory instructor(p<.05), and when the teachers rated their schools as disorderly and served as a guide(p<.001).

4. Conclusion
The conclusion of this study are as follows:
The type of school organization is tied into the pupil control ideology of the teachers, and the pupil control ideology of the teachers is bound up with the sociability of the students. The students have the highest sociability when there is a smooth interaction between the type of school organization and the pupil control ideology of the teachers.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ.서론 = 1
• A. 연구의 필요성 = 1
• B. 연구 문제 = 6
• C. 용어 정의 = 6
• D. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• A. 학교조직유형 = 10
• B. 교사의 학생지도관 = 20
• C. 학생의 사회성 = 27
• D. 학교조직유형·교사의 학생지도관·학생의 사회성과의 관계 = 34
• E. 연구 모형 = 39
• Ⅲ. 연구 방법 = 41
• A. 연구대상 및 표집 방법 = 41
• B. 측정 도구 = 45
• C. 자료 처리 = 48
• Ⅳ. 결과 및 해석 = 50
• A. 학교조직유형 = 50
• B. 교사의 학생지도관 = 54
• C. 학교조직유형에 따른 교사의 학생지도관 = 58
• D. 학교조직유형에 따른 학생의 사회성 = 60
• E. 교사의 학생지도관에 따른 학생의 사회성 = 64
• F. 학교조직유형과 교사의 학생지도관에 따른 학생의 사회성 = 65
• G. 학교조직유형별 교사의 학생지도관에 따른 학생의 사회성 = 70
• Ⅴ. 요약 및 결론 = 76
• A. 요약 = 76
• B. 결론 = 81
• C. 제언 = 83
• 참고문헌 = 86
• ABSTRACT = 93