학교조직의 지식공유 선행요인이 업무성과에 미치는 영향에 관한 구조적 분석

다국어 초록 (Multilingual Abstract)

ABSTRACT

The primary purpose of this study is to examine the impact of knowledge sharing on individual job performance and also to inquire as to the best way to facilitate the knowledge sharing activities in school organizations, which need to be changed to cope with a rapidly changing society and improve competitiveness with the advent of the knowledge-based society. Through a comprehensive literature review on knowledge management and sharing, exogenous variables are identified as antecedents of knowledge sharing in order to establish causal connections between these antecedents of knowledge sharing and individual job performance. A questionnaire survey of 1,200 teachers in elementary and middle schools was conducted to measure teachers' perceptions concerning knowledge sharing activities and job performance and to determine what variables positively influences the relationship between the knowledge sharing activities and job performance. For the statistical analysis, t-test, factor analysis and structural equation model were undertaken with SPSS 12.0 and AMOS 6.0 program.
The three research questions were addressed in the study. First, are there major differences in the perceptions of antecedents of knowledge sharing and job performance according to the teachers' background variables(namely, sex, position, school size, career, level of school, homeroom teachers or non-homeroom teachers)? Secondly, how good is the goodness of fit statistics in the structural equation model of this study? Thirdly, how do the variables of this study affect both the knowledge sharing and the individual job performance?
The main findings of this study are as follows: First, the teachers' background variables made differences in the perceptions of antecedents of knowledge sharing and job performance. This means the different actions of the policy should be taken to each group of teachers to facilitate the knowledge sharing activities in school organizations. Secondly, the research model was well fitted and all the hypotheses were accepted. With respect to the goodness of fit statistics of the research model, IFI, CFI, NFI, GFI, AGFI were 0.996, 0.996, 0.995, 0.994, 0.961 respectively, meeting the recommended level of 0.9 and RMSEA was 0.067, a bit below the recommended level of 0.8. Overall, the research model was considered to have a high conformity rate. Thirdly, considering the analysis results, the variables of this study had effects on both the knowledge sharing and the job performance. All of the antecedents(namely, leadership, information technology, compensation, trust) were demonstrated to have a substantial influence on both the knowledge sharing activities and the job performance.

Key Word: knowledge sharing, knowledge management, job performance, learning organization, structural equation model

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 지식공유 이론 9
• 가. 지식 이론 9
• 1) 일반적 의미에서의 지식 9
• 2) 학교조직에서의 지식 16
• 나. 지식공유 이론 20
• 1) 지식공유의 개념 20
• 2) 학습조직 개념 및 구성요소 25
• 2. 지식공유 선행요인 이론 31
• 가. 지식공유 선행요인에 대한 탐색 31
• 1) 관계적 요인 32
• 2) 구조적 요인 38
• 3) 지식특성적 요인 45
• 나. 학교조직의 지식공유 선행요인 탐색 50
• 3. 업무성과 이론 57
• 가. 업무성과의 개념 57
• 나. 지식공유와 업무성과에 관한 연구 60
• 4. 변수 간의 영향관계 63
• 가. 지식공유와 업무성과 63
• 나. 리더십, 신뢰, 지식공유와 업무성과 64
• 다. 리더십, 보상, 지식공유와 업무성과 66
• 라. 리더십, 정보기술, 지식공유와 업무성과 69
• 5. 연구 모형 및 가설 71
• Ⅲ. 연구방법 75
• 1. 연구대상 75
• 2. 측정도구 77
• 가. 측정도구 선정 77
• 나. 측정도구 구성 88
• 다. 측정도구의 타당도와 신뢰도 90
• 3. 분석 방법 94
• Ⅳ. 연구결과 및 논의 99
• 1. 배경변인에 따른 집단 간 차이 분석 99
• 가. 학교규모에 따른 집단 간 차이 분석 99
• 나. 교직경력에 따른 집단 간 차이 분석 101
• 다. 학교 급에 따른 집단 간 차이 분석 102
• 라. 직위에 따른 집단 간 차이 분석 104
• 마. 담임여부에 따른 집단 간 차이 분석 105
• 바. 성별에 따른 집단 간 차이 분석 107
• 2. 구조방정식 모형 분석 109
• 가. 상관관계 분석 109
• 나. 구조방정식 모형의 적합도 검증 110
• 다. 연구모형의 분석 결과 110
• Ⅴ. 요약 및 결론 118
• 1. 요약 118
• 2. 결론 123
• 3. 제언 127
• 가. 교육행정의 실제적 측면 127
• 나. 후속 연구를 위한 제안 129
• 참 고 문 헌 131
• 부 록 151
• 【부록 1】질문지 151
• 【부록 2】구조방정식 모형 경로도 155
• 【부록 3】전체 공분산 행렬 156
• ABSTRACT 157