초등교사가 지각한 학교 조직문화와 교사 임파워먼트의 관계 분석 = An Analysis on Relationship between the Organization Culture of an Elementary School and Teacher Empowerment perceived by Elementary School Teachers

다국어 초록 (Multilingual Abstract)

A. The Purpose of Study

The purpose of this study was to analyze on relationship between the Organization Culture of an Elementary School(OCES) and Teacher Empowerment(TE).
For this purpose, the research questions were set up as following;
First, to analyze the difference of perception on OCES(innovative culture, rational culture, hierarchical culture, and group culture) according to teacher's personal characristics(sex, position, career and educational background) and school background variables(size, site).
Second, to analyze the difference of perception on TE according to teacher's personal characristics (decision making, professional growth, status, self efficacy, autonomy, impact) and school background variables(size, site).
Third, to analyze the relationship between OCES and TE perceived by Elementary School Teachers .

B. The Conclusions of the Study

On the basis of this study findings, I can make a few conclusions as follows;
Firstly, elementary school teachers(ESTs) define the OCES hierarchically, rationally, innovative etc. They are tied up excessively to the procedures and regulations to perform their tasks at the school organization, recognizing inappropriate orders and control which would turn out to be a lot of burden for them.
As the CEO of school, principals should allow communication to occur freely between teachers and them.
On the other hand, ESTs should make a constant effort to meet the needs required by the current of time; new educational teaching method aided by information technology. They also should take the responsibility of making students earn the higher score on the achievement of studying with supporting by the parents and relevant parties.
Secondly, ESTs will attach great importance to which they look on as a value according to their characteristic ;sex, position, career, educational background, and schools diversity.
ESTs feel that decision making is important sub-fact than any other sub-facts among them. Therefore principals must also apply this tendency to manage school. In the interest of achieving aims of school-management, principals should make the teachers agree on educational aims, support them to try their best. And principals should approve to take parts in dynamic group activities giving them autonomous and democratic decision making processes.
ESTs should try to be professional on teaching skills. and take parts in the training courses personally or in groups to precede variable needs for parents and children.
Thirdly, professional growth has something to do much more with collective culture than other correlation. ESTs have highly correlation innovative culture, rationality culture and group culture. But it seem to be negative correlation between hierarchical culture and their point of view. Generally, OCES the type of innovative culture and group culture are higher than in any other cultures.
Therefore principals should permit teachers to take part in new educational program passionately and affirmatively. And encourage teachers to take chances of free options with each other and principal-teachers. For the reformational leader in elementary school principal should make an effort to bring teamwork with teachers, principal-etchers in a creative educational environment.
Finally, Principal should make an effort to reduce hierarchical culture facts which produced ESTs to be as the sub-facts in school system and educational environment.

목차 (Table of Contents)

• ABSTRACT
• 표 목 차 ⅰ
• 그림목차 ⅱ
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 6
• 3. 연구의 제한점 6
• Ⅱ. 이론적 배경 8
• 1. 학교 조직문화의 특징 8
• 가. 학교 조직문화의 개념 8
• 나. 학교 조직문화의 관점 9
• 다. 학교 조직문화의 유형 11
• 2. 임파워먼트의 특징 18
• 가. 임파워먼트의 개념 18
• 나. 임파워먼트의 구성 23
• 다. 임파워먼트의 과정 27
• 3. 학교 조직문화와 교사 임파워먼트의 관계 모형 33
• Ⅲ. 연구 방법 37
• 1. 연구 대상 37
• 2. 연구 도구 38
• 3. 연구 분석 방법 41
• Ⅳ. 연구결과 및 해석 42
• 1. 초등교사가 지각한 학교 조직문화 42
• 2. 초등교사가 지각한 임파워먼트 51
• 3. 학교 조직문화와 교사 임파워먼트의 관계분석 59
• Ⅴ. 요약 및 결론 69
• 1. 요약 69
• 2. 결론 및 제언 72
• 가. 결론 72
• 나. 제언 74
• 참고문헌 77
• 부록 1. 학교 조직문화 유형에 관한 설문지 81
• 부록 2. 교사임파워먼트에 관한 설문지 82