농업교사들의 조직지원이 전문성 신장 및 직무성과에 미치는 영향 = The Impacts of Agriculture Teachers' organization support for Professional Development and Job Performance

다국어 초록 (Multilingual Abstract)

This study population Sociological variables according to Agriculture Teachers' organizations, support, professionalism, job performance differences between the light. Teachers' job characteristics of job satisfaction on the degree of influence to learn, and even the school organization's effective management and the quality of education. To increase the goal is to provide the necessary data. The research in order to achieve this goal, the problem is as follows.
Research Question 1. Demographic variables (gender, work area, responsible for curriculum, teacher, teaching experience) What about the difference between organizational support of?
Research Question 2. Demographic variables (gender, work area, responsible for curriculum, teacher, teaching experience) What about the difference between the expertise?
Research Question 3. Demographic variables (gender, work area, responsible for curriculum, teacher, teaching experience) What about the difference between job performance based on?
Research Question 4. Support teachers' professional agricultural organizations have any influence?
Research Question 5. Agriculture in the teachers' organizational support affects job performance is?
Based on the results of this study were derived from the following can be concluded.
First, gender, work area, responsible for curriculum, teacher, teaching career, such as differences in demographic variables were different depending on the organizational support. Male teachers compared to female teachers, working in Town less area than in the agriculture teacher, school support for teachers is higher than non-homeroom teacher recognize and less than 6-10 years of experience teaching students with high support Recognizing that, under 11-25 years of experience with fellow teachers, school support group, perceived higher.
Second, gender, work area, responsible for curriculum, teacher, teaching experience differences in demographic variables, such as agriculture, depending on the expertise of teachers in the difference. Male teacher compared to female teachers, in town for less than the area, teachers have the expertise to be higher than non-homeroom teacher and was recognized. And 11-25 years of experience as a teacher with the most expertise in high-was aware.
Third, sex, work area, responsible for curriculum, teacher, teaching experience differences in demographic variables, such as agriculture, depending on the teacher's job performance was the difference. Male teacher compared to female teachers, in town for less than the area non-home room teacher job performance compared to the teacher and found that the high recognition. 11-25 years of experience and teachers with less than 5 years, 6-10 years, 26 years or more than teachers with high job performance was considered.
Fourth, agricultural teachers and students to enhance professionalism, support, peer support, it was found that schools need support. Thus school needs to help teachers occur fine educational service with a speciality, help students engage in curriculum actively and help them give feedback each other. Also, even a good teacher, anyone get exhausted easily in bad environment. So it is important to give great support to avoid bad environment. (Louis,1995)
Fifth, agriculture teachers' job performance in order to improve student support, peer support, it was found that schools need support. According to Newmann(1994), to teach students is hard enough to do it by oneself. In order to obtain significant information about class and another jobs, peer teacher is so important that we rely on them. In that school organization, peer support is especially meaningful factor. So school needs to be supported dynamically and make effective network to improve job performance of agriculture teacher.
The above conclusions are based on the following suggestions to.
First, this study of the vocational high schools nationwide are working in agriculture for 200 teachers due to an organizational support to job satisfaction were measured. Therefore, future research on the organizational support of a variety of areas suited for agriculture teachers to support the organization may need to be measured.
Second, the level of organizational support for vocational high schools should be developed scales, various factors such as gender and school type, depending on the teachers' professionalism and job performance, such as agricultural research should be continued.
Third, this study gender, work area, responsible for curriculum, teacher, career, agricultural teachers' professionalism and job performance factors that apply only to social conditions, but the variety of research should be considered.
Fourth, the study sample of 200 patients with agriculture teachers, but the country is working in agriculture teachers explore ways to study as a whole can be seen.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 및 문제 3
• 3. 연구의 제한점 4
• II. 이론적 배경 6
• 1. 조직지원 6
• 2. 전문성 16
• 3. 직무성과 29
• III. 연구의 방법 34
• 1. 연구대상 34
• 2. 연구의 도구 37
• 3. 연구절차 38
• 4. 자료처리 39
• IV. 연구의 결과 및 해석 41
• 1. 기술통계 41
• 2. 인구사회학적 변인에 따른 조직지원의 차이 42
• 3. 인구사회학적 변인에 따른 농업교사의 전문성의 차이 48
• 4. 인구사회학적 변인에 따른 농업교사의 직무성과의 차이 52
• 5. 조직지원에 따른 농업교사의 전문성 및 직무성과 간의 관계 56
• IV. 요약, 결론 및 제언 60
• 1. 요약 60
• 2. 결론 64
• 3. 제언 66
• 참고문헌 67
• 부록 71