유치원의 조직풍토, 교사의 발달단계 및 교사의 헌신도와 조직 효과성간의 관계 = (The) relationship among the organizational climate of kindergartens, teachers' developmental stage, teachers' commitment, and the organizational effectiveness

다국어 초록 (Multilingual Abstract)

This study is aimed at elucidating the relationship among the organizational climate of kindergartens, teachers’ developmental stage, teacher's commitment, and the organizational effectiveness.
The result of this study is as follows.
First, how do the organizational culture in kindergartens, teacher's development stage, and teacher's commitment differentiate by their background characteristics(organizational characteristics–organization types, working areas, personal characteristics–careers, education levels)?
Second, how do the openness index of organizational climate of kindergarten, teacher's development stage, and teacher's commitment interact with the organizational effectiveness?
To proceed with this study, 98 public, 92 private kindergartens among 512 public/ private kindergartens in Jeonbuk province were selected, and 1 to 3 teachers in each organization were interviewed by personal interview and messenger program.
In order to measure the organizational climate of kindergarten, OCDQ, developed by Halpin and Croft (1963) was selected as instrument in this study, the type of questionnaire to measure teacher's development stage was identical as the one utilized in Kim Youngman’s study.
For measuring the relationship among the organizational climate in kindergartens, teacher's development stage, teacher's commitment, and the organizational effectiveness, SPSS/pc+18.0 program was utilized to draw the average value of each variable and standard deviation. Through one-way ANOVA, the difference in each organization was determinded, followed by Scheffe's test.
According to the result drawn by the above process, the conclusion is as belows.
First, in the relationship among the organizational climate of kindergartens, teacher's development stage, teacher's commitment, and the organizational effectiveness, there were significant differences by each teacher’s background characteristics (organizational, personal characteristics). In case of openness index, teachers who have 6 to 10 years of teaching experience showed the highest level, then those who have 11 to 20 years, lower than 5 years, and more than 21 years at the lowest. In terms of organizational classification, it was significant by p<.05 level. Private kindergartens showed relatively higher cultural influence on friendly relationship factor while public kindergartens showed they were more influenced by intervening cultural influence, and it suggests private kindergartens were in friendly relationship culture whereas public ones are in intervening culture.
Second, the relationship among openness index of organizational climate of kindergarten, teacher's development stage, and their devotion along with the organization’s effectiveness had overall impact on every variable. Especially, openness index and teacher's development stage were the most influential(60.9%) factor on teacher's commitment, and the in relationship itself, dedication/growth factor(39.8%), openness index (6.8%), beginner/ reception factor (4.8%) were influential, and statistically significant.
Given the findings of the study, there are some suggestions. First, in order to grasp the overall understanding of kindergartens, we need to take a comprehensive approach based on various factors. Second, especially for small-sized kindergartens, qualitative research is required in addition to surveys for acquiring accurate understanding its organizational culture.

목차 (Table of Contents)

• 1. 서 론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구 문제 4
• 2. 이론적 배경 6
• 2.1 유치원의 조직풍토 6
• 2.2 교사의 발달단계 15
• 2.3 교사의 헌신도 23
• 2.4 조직 효과성 28
• 3. 연구 방법 34
• 3.1 연구 대상 34
• 3.2 측정 도구의 양호도 35
• 3.3 자료 처리 40
• 4. 연구 결과 및 논의 41
• 4.1 배경특성에 따른 유치원의 조직풍토, 교사의 발달단계,
• 교사의 헌신도, 조직 효과성의 분석 41
• 4.2 유치원의 조직풍토, 교사의 발달단계 및 교사의 헌신도와
• 조직 효과성간의 관계 60
• 4.3 논의 77
• 5. 요약 및 결론 82
• 5.1 요약 82
• 5.2 결론 85
• 참고문헌 88
• ABSTRACT 95
• <부 록> 설문지 98

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