중등 체육교사의 임파워먼트 영향 요인에 관한 연구 = The Study for the main factors affecting physical Education Teacher's empowerment in Secondary School

다국어 초록 (Multilingual Abstract)

This Study intends to search for the major factors affecting physical education teacher's empowerment in secondary school and to explain how differently these factors would be recognized according to the sexes of physical education teachers, ages, education careers, school levels, positions, and scholastic ability.
Based on the study objectives, in order to make clear affecting factors and relationships between the factors, I selected the following specific questions.
First, according to demographic characteristics (sexes, ages, education careers, school levels, positions, and scholastic ability), how differently the major factors affecting empowerment would be recognized.
Second, which influences do the major factors affecting empowerment(school culture, leadership of headmaster, participation of decision making) have on?
The target of this study is 170 physicals education teachers in Gyunggi-do City G which were chosen with proportional grouping method by mans of making calls and visiting after informing the reasons and objectives of this study and getting agreements, I chose visiting places and times and gave out questionnaires.
Given out questionnaires are 170 altogether. However, except for 20 questionnaires missed for the reasons of lack of faithfulness, 150 questionnaires were analyzed using program SPPS 12.OK for Windows.
For analyses of materials, I used the following statistical analyses.
First, one-way ANOVA or T-Test were used in order to examine the main factors affecting empowerment and recognition difference according to physical education teacher's demographic characteristics.
Second, Multiple Regression Analysis was used to make clear the main factors affecting empowerment.
The results and conclusions of this study are following.
First, according to the physical education teacher's demographic characteristics, the main factors affecting empowerment and components for recognition(capability, influencing power, meaningfulness, and autonomy) are different in sex, age, position, education career, scholastic career. That is, male teachers rather than female teachers( in leadership factor of headmaster), headmasters rather than teachers(in empowerment autonomy factor, decision-making participation factor, headmaster's leadership factor, school factor), older, higher education career, higher scholastic ability made recognition highly. On the other hand, school levels didn't.
Second, decision making participation(P<.001) and headmaster's leadership factor had meaningful influence on empowerment, but school culture factor didn't.
In that the main factors affecting empowerment affect the empowerment components, decision-making participation has an influence on capability component, decision-making participation and headmaster's leadership factor have an influence on the influencing power and decision-making participation has an influence on autonomy component.
Also, among the lower rank factors in the factors affecting empowerment, reformative leadership in headmaster's leadership affected empowerment and professional factor in decision making participation factor (P<.001) affected the empowerment.
In conclusion, to make clear the main factors affecting physical education teacher's empowerment, I chose the dependent variables as the school culture, headmaster's leadership, decision-making participation, so I knew that the affecting order is the decision-making participation, headmaster's leadership, and school culture.
The results of this study is helpful in understanding the various affecting factors for empowerment and the affecting degree of the factors. However, through succeeding studies, it is necessary to generalize how to improve the empowerment and how to show the specific ways. Now that decision-making participation affects the teacher's empowerment, it is necessary to extend both teacher's decision-making process and autonomy for education activity and activate decision-making mechanism for getting opinions.
For these, it is necessary to use interviews with headmasters, various committees and councils in school, and surveying methods for target's introspection. Also following studies would be needed to reflect the representative opinions of each groups without any neglected groups. Moreover, through reflecting the lower-career and younger teacher's opinions, well-balanced decision makings should be made for improving teacher's empowerments.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 4
• 3. 연구의 문제 4
• 4. 연구의 가설 5
• 5. 연구의 제한점 6
• 6. 용어의 정의 6
• Ⅱ. 이론적 배경 7
• 1. 임파워먼트의 등장배경 7
• 2. 임파워먼트의 개념 8
• 3. 임파워먼트의 주요영향요인 13
• 4. 임파워먼트의 주요구성요인 21
• 5. 선행 연구 분석 23
• Ⅲ. 연구방법 25
• 1. 연구 대상 25
• 2. 측정 도구 26
• 3. 조사절차 및 자료수집 28
• 4. 자료 분석 28
• Ⅳ. 연구결과 29
• 1. 임파워먼트 요인에 대한 인구통계학적 특성별 인식 차이 분석 29
• 2. 임파워먼트 영향요인과 구성 요인간의 관계 분석 36
• Ⅴ. 논의 41
• 1. 임파워먼트 요인에 대한 인구통계학적 특성별 인식 차이 분석 42
• 2. 임파워먼트 영향요인과 구성 요인간의 관계 분석 44
• Ⅵ. 결론 및 제언 46
• 1. 결론 46
• 2. 제언 47
• 참고문헌 49
• Abstract 55
• 부록(설문지) 59