교직원의 임파워먼트, 팔로워십이 학교조직효과성에 미치는 영향 = The Effects of School Personnel's Empowerment and Followership on School Organizational Effectiveness|RISS 상세보기

다국어 초록 (Multilingual Abstract)

A study aims to empirically investigate the effects that the empowerment and followership of school personnel have on the organizational effectiveness of their schools, in an attempt to find a way to help maximize the organizational effectiveness of elementary schools. In doing so, the present studyexplores the empowerment and followership of staff members at elementary schools and the level of their perception of organizational effectiveness and analyzes the relationship between the empowerment and followership of staff members and the organizational effectiveness of their schools. For the purpose of this study, the following issues were addressed: 1) To what extent do school personnel perceive their empowerment? 2) To what extent do school personnel perceive their followership? 3) To what extent do they perceive the organization effectiveness of their schools? 4) How are their empowerment and followership related to the school-organizational effectiveness? 5) What effects do theirempowerment and followership have on the school-organizational effectiveness? A questionnaire survey was conducted among staff members of public elementary schools in Chuncheon, Hongcheon, and Yanggu districts of Gangwon-do Province. The SPSS statistical software was used to the survey results, which are as follows: First, this study assessed the extent of empowerment perceived by school personnel. The level of their empowerment was not so high for its subordinate variables, the highest level was associated with self-efficacy, followed by decision-making and self-determination. Male staffmembers showed a higher level of empowerment than female staff did. When assessed by their positions, the level of empowerment was highest among educational administrative personnel, followed by teachers, technical workers and non-regular employees. When based on the amount of experience, the highest level of empowerment was represented by staff members with 21-30 years' experience, followed by 31 years or longer experience, 11-20 years' experience, and 10 years or shorter experience. Second, the author measured the extent of followership perceived by the surveyed staffs of elementary schools. The level of their followership was not so high; among its subordinate variables, active/positive participation showed a higher level than independent/critical thinking. Like in the extent of empowerment, male staff members showed a higher level of followership than femalemembers, and when assessed by their positions, the highest level of followership was found among educational administrative personnel, followed by teachers, technical workers and non-regular employees. When based on the amount of experience, the level of followership was higher among those with longer experience. The third measure was the extent of school-organizational effectiveness perceived by the surveyed staff members. The level of school-organizational effectiveness was relatively high; for its subordinate variables, the highest valuewas associated with organizational adaptability followed by job performance and job satisfaction. A sex-based comparison revealed that male staff perceived a higher level of organizational effectiveness than female members. Like in the above two cases, when assessed by their positions, the level of organizational effectiveness was highest among educational administrative personnel, followed by teachers, technical workers and non-regular employees when based on the amount of experience, the highest level of organizational effectiveness wasrepresented by staff members with 21-30 years' experience, followed by 31 years or longer experience, 11-20 years' experience, and 10 years or shorter experience. Fourth, this study examined the correlation between the empowerment and followership of school personnel and the organizational effectiveness of schools. The higher levels of decision-making, self-efficacy, self-determination and empowerment led to higher levels of independent/critical thinking, active/positive participation and followership. Also the levels of job satisfaction, job performance, organizational adaptability and organizational effectiveness were found to be higher at the higher levels of empowerment and followership. Finally, an analysis was conducted to see what effects the empowerment and followership of school personnel have on the organizational effectiveness of their schools. Both their empowerment and followership were found to have static effects on school-organizational effectiveness, but the influence was greater for followership than empowerment. In comparison with its subordinate variables, the organizational effectiveness of schools remained higher when the levels of active/positive participation, self-efficacy and independent/critical thinking were higher. The subordinate variable that had the most significant effect on school-organizational effectiveness was active/positive participation followed by self-efficacy and independent/critical thinking. Among subordinate variables of school-organizational effectiveness, job satisfaction remained higher when staff members' active/positive participation and self-efficacy were at higher levels the level of job performance was higher at the higher levels of active/positive participation, self-efficacy and independent/critical thinking and the higher levels of active/positive participation and self-efficacy led to the higher level of organizational adaptability. In conclusion, the empowerment and followership of school personnel canbesaid to be important factors that help maximize the organizational effectiveness of their schools. Therefore, in order to maximize the organizational effectiveness of schools, it is required to find a way to reduce the difference between school personnel's empowerment and followership arising from their background factors. In addition, individual staff members of each school should be encouraged to enhance their followership by themselves and strive for their goals in an active and positive manner. School organizations need to increase the empowerment of their staff members by strengthening their authority and capacity, so that they can feel a sense of self-efficacy and find their work worthwhile.

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국문 초록 (Abstract)

본 연구는 초등학교 학교조직효과성을 극대화시킬 수 있는 방안의 일환으로 초등학교 교직원의 임파워먼트와 팔로워십, 학교조직효과성의 지각정도를 알아보고 교직원의 임파워먼트, 팔로워십과 학교조직효과성과의 관계를 분석하여 교직원 임파워먼트, 팔로워십이 학교조직효과성에 미치는 영향을 연구하고자 하는데 그 목적이 있다.
이러한 목적을 달성하기 위하여 설정한 연구문제는 다음과 같다. 첫째, 교직원이 지각하는 임파워먼트 정도, 둘째, 교직원이 지각하는 팔로워십 정도, 셋째, 교직원이 지각하는 학교조직효과성 정도, 넷째, 교직원의 임파워먼트, 팔로워십과 학교조직효과성의 상관관계, 다섯째, 교직원 임파워먼트, 팔로워십이 학교조직효과성에 미치는 영향에 대하여 살펴보았다.
본 연구의 연구방법은 강원도 춘천시, 홍천군, 양구군 공립초등학교 교직원을 대상으로 설문조사를 실시하였으며, 설문조사 결과를 SPSS 프로그램에 의해 분석한 결과는 다음과 같다
첫째, 초등학교 교직원의 임파워먼트 지각정도를 살펴 본 결과, 교직원의 임파워먼트 수준은 그리 높지 않았으며, 하위변인 중에는 자기효능감이 가장 높았고 의사결정, 자율성 순으로 나타났다. 또 성별로는 남자 교직원이 여자 교직원보다 높았고 직위별로는 교육행정직이 가장 높았고 교사, 기능직, 비정규직 순이었으며 경력별로는 21-30년 경력의 교직원이 가장 높았고 31년 이상, 11-20년, 10년 이하 경력 순으로 나타났다.
둘째, 초등학교 교직원의 팔로워십 지각정도를 살펴 본 결과, 교직원의 팔로워십 수준은 그리 높지 않았으며, 하위변인 중에는 적극적 능동적 참여가 독립적?비판적 사고보다 높게 나타났다. 또 성별로는 남자 교직원이 여자 교직원보다 높았고 직위별로는 교육행정직이 가장 높았고 교사, 기능직, 비정규직 순이었으며 경력별로는 경력이 높아질수록 높게 나타났다.
셋째, 초등학교 교직원의 학교조직효과성 지각정도를 살펴 본 결과, 학교조직효과성 수준은 다소 높게 나타났으며, 하위변인 중에는 조직적응성이 가장 높았고 직무성과, 직무만족 순으로 나타났다. 또 성별로는 남자 교직원이 여자 교직원보다 높았고 직위별로는 교육행정직이 가장 높았고 교사, 기능직, 비정규직 순이었으며 경력별로는 21-30년 경력의 교직원이 가장 높았고 31년 이상, 11-20년, 10년 이하 경력 순으로 나타났다.
넷째, 교직원의 임파워먼트, 팔로워십과 학교조직효과성과의 상관관계를 살펴 본 결과, 교직원의 의사결정, 자기효능감, 자율성 및 임파워먼트 수준이 높을수록 독립적?비판적 사고, 적극적 능동적 참여 및 팔로워십 수준이 높게 나타났다. 또 교직원 임파워먼트 및 팔로워십 수준이 높을수록 직무만족, 직무성과, 조직 적응성 및 학교조직효과성이 높게 나타났다.
다섯째, 교직원의 임파워먼트, 팔로워십이 학교조직효과성에 미치는 영향을 살펴 본 결과, 교직원 임파워먼트와 팔로워십 모두 학교조직효과성에 정적인 영향을 미쳤으며, 팔로워십이 임파워먼트보다 영향력이 크게 나타났다. 하위변인으로는 교직원의 적극적 능동적 참여, 자기효능감, 독립적?비판적 사고 수준이 높을수록 학교조직효과성이 높게 나타났고, 적극적 능동적 참여가 가장 큰 영향을 미쳤으며 자기효능감, 독립적?비판적 사고 순으로 나타났다. 학교조직효과성의 하위변인인 직무만족에는 교직원의 임파워먼트와 팔로워십이 비슷하게 영향을 미쳤으며, 직무성과에는 교직원 팔로워십이, 조직 적응성에는 교직원 임파워먼트가 더 큰 영향을 미쳤다.
결론적으로 교직원의 임파워먼트와 팔로워십은 학교조직효과성을 극대화시키는 중요 요인이라 할 수 있다. 따라서 학교조직효과성을 극대화하기 위해서는 교직원 배경변인에 따른 임파워먼트, 팔로워십 격차를 줄일 수 있는 방안을 모색하고, 교직원 스스로 팔로워십을 향상시켜서 적극적이고 능동적인 자세로 조직목표 달성을 위해 애써야 하며, 학교조직은 구성원들이 자기효능감과 보람을 느낄 수 있도록 권한부여와 역량강화를 통해 교직원 임파워먼트를 증가시켜야 한다.

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본 연구는 초등학교 학교조직효과성을 극대화시킬 수 있는 방안의 일환으로 초등학교 교직원의 임파워먼트와 팔로워십, 학교조직효과성의 지각정도를 알아보고 교직원의 임파워먼트, 팔로...

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