學校 共同體 指向性과 學校 組織 效果性의 關係 = (The) relationship between teachers' perceptions of organizational and community values and school organizatinoal effectiveness

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this study is to examine the relationship between gemeinschaft orientation and gesellschaft orientation, which are the school's community orientations, and the school organizational effectiveness in terms of the relations between teachers and students, between teachers, between a teacher and a principal and between teachers and parents. Ultimately, this study aims to identify difference in the above two variables, depending on teacher's individual backgrounds and school features.
The questions to be addressed in attaining the said purpose are as follows:
First, from the relations between teachers and students, between teachers, between a teacher a principal and between teachers and parents, is there any difference in school's community orientations, namely gemeinschaft orientation and gesellschaft orientation, depending on teacher's individual backgrounds (gender, position, work experience and education background) and school features (according to region, level and size of school)?
Secondly, is there any difference in school organizational effectiveness, depending on teacher's individual backgrounds and school features?
Thirdly, what relation does exist between school's community orientations and school organizational effectiveness?
B. The methods of study
To achieve the purpose of this study, the related literature study and prior study have been conducted and an investigation using a questionnaire has been carried out. In order to measure school's community orientation, the questionnaire developed and used by Jung Il-Hwa has been complemented and revised by mixing the further developed questionnaire on the relationship of teachers-parents in reference of the "Assessing Organizational and Community Values" developed by Sergiovanni. Regarding the measuring tool of school organizational effectiveness, a questionnaire of Organizational Effectiveness produced by Kim Chang-Gul has been revised and used in line with the purpose of this study.
The target of this study is 484 teachers, who have been selected through simple wireless sampling, in the elementary, middle and high schools located in Seoul City, Gyeonggi Province, Chungcheong Province and Daejeon City. The SPSS win 10.0 has been used for processing of the collected data, and the t-test, F-test, Scheffè test and multiple regression analysis via stepwise method have been carried out.
C. The results of study and conclusion
The results of this study are summarized as follows:
First, concerning school's community orientations, gemeinschaft orientation is higher than gesellschaft orientation. In the relations between teachers and between a teacher and a principal, the male teachers, teachers appointed to certain posts and experienced teachers with 15 year or more in teaching show higher gemeinschaft orientation. In the relations between teachers and parents, the teachers with longer experiences in teaching, teachers in metropolitan cities, elementary school teachers and teachers working in the schools with 31-44 classes show higher gesellschaft orientation. To be gemeinschaft oriented, the entire members of a school community should be based on mutual understanding, reliability and cooperation and devoted love. Also, the size of a school needs to be adequate, and the participation of parents in the school or class management should be recommended in the belief that the parents are part of the educational main body.
Secondly, school organizational effectiveness is differently perceived, depending on teachers. The level of perception is higher in the case of male teachers, teachers appointed to certain posts, teachers with longer experiences, elementary school teachers and teachers work in the schools with 31-44 classes. The teachers appointed to certain posts or teachers with longer teaching experiences have higher level of job satisfaction and organizational adaptation, which are the sub-factors of organizational effectiveness. In view of this, various opportunities in which teachers can develop themselves further and satisfaction on the roles provided by schools are suggested to be closely related to organizational effectiveness.
Thirdly, with regard to overall relations between school's community orientations and school organizational effectiveness, school organizational effectiveness is higher, when gemeinschaft orientation is found from the relations between teachers and students, between teachers, between a teacher and a principal and between teachers and parents. In the relations between teachers and parents, school organizational effectiveness becomes higher, when gesellschaft orientation is peformed simultaneously with gemeinschaft orientation. This seems to arise from the fact that evaluation is made by students' learning results, although a teacher needs to pay attention to individual students and intervene in them with love. School organizational effectiveness is enhanced, when the students, teachers, principals and parents, who are the main players in education, share the conviction on the school goals, agree to the tasks to jointly conduct, recover reliability among the community members and then the community becomes a gemeinschaft oriented educational community.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 및 문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 학교 공동체 지향성에 관한 이론 = 6
• 2. 학교 조직 효과성에 관한 이론 = 19
• 3. 학교 공동체 지향성과 학교 조직 효과성의 관계 이론 = 24
• Ⅲ. 연구의 방법 = 29
• 1. 연구 대상 = 29
• 2. 측정 도구 = 30
• 3. 자료 처리 = 33
• Ⅳ. 연구의 결과 및 해석 = 34
• 1. 학교 공동체 지향성의 지각 차이 = 34
• 2. 학교 조직 효과성의 지각 차이 = 47
• 3. 학교 공동체 지향성과 학교 조직 효과성과의 관계 분석 = 53
• Ⅴ. 요약·결론 및 제언 = 59
• 1. 요약 = 59
• 2. 결론 = 62
• 3. 제언 = 64
• 참고문헌 = 65
• ABSTRACT = 69
• 부록 = 73