초등학교의 협동적 학교조직문화 측정 도구 개발과 형성에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of the study was to design a scale to measure the formation status of the collaborative school organization culture in elementary schools with, to verify what differences exist according to the school types, locations, teaching profession careers, school size, genders and positions in order to understand the perception level on the formation status of the collaborative school organizational culture for the improvement of elementary schools.
A tool of 50 questions were developed with 6 subfactors of collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support and learning partnership of the collaborative school organizational culture for the improvement of elementary schools.
The data from 106 schools and 1,522 respondents of Daegu metropolitan city education office and Gyeongsangbuk-do education office were used to achieve the purpose of the study. As the main statistics technique, the descriptive statistics and Cronbach α were calculated using Mplus 5 and SPSS 19.0 and the construct validity was tested through confirmatory factor analysis and the multivariate analysis of variance(MANOVA) was performed.
The results of the study can be summarized as follows;
First, the reliability on the total questions showed .974 which is very acceptable and the subfactors showed in the range of .871～.962. As the results of confirmatory factor analysis using correlation analysis and structural equation model(SEM) among the subfactors and between the subfactors and total score, the correlation between the total score and each subfactor of the collaborative school organizational culture showed very highly meaningful correlation statistically.
Second, the average score of collaborative school organizational culture was 3.92. For the subfactors, it showed comparably high scores as 4.13 for collegial support which is the highest and 4.04 for unity of purpose, 3.95 for learning partnership, 3.88 for professional development, 3.87 for collaborative leadership. The subfactor of teacher collaboration scored average 3.62 which is relatively the lowest. Generally it proved that collaboration school organization culture has beed formed in elementary schools.
Third, the average score of the collaborative school organizational culture of creative schools and open recruitment principal schools was high but the average of the collaborative school organizational culture of general schools was relatively low. The subfactors score of creative schools and open recruitment principal schools was also higher than general schools.
Fourth, the highest score of collaborative school organizational culture was from Daegu metropolitan city elementary schools and the lowest was from Gyeongsangbuk-do mid-small size town elementary schools. The biggest gap came from the subfactors of unity of purpose and learning partnership and teacher collaboration showed similar level which is generally low between Daegu metropolitan city and Gyeongsangbuk-do mid-small size town.
Fifth, the more teaching profession career the teachers had, the higher the average of the collaborative school organizational culture was and the less teaching profession career the teachers had, the lower the average of the collaborative school organizational culture was. The biggest gap came from the subfactor of collaborative leadership and professional development showed relatively small gap between high teaching profession career teachers and low teaching profession career teachers.
Sixth, the collaborative school organizational culture of 6 and under class size schools showed the highest scores and the collaborative school organizational culture of 25 and more class size schools showed the lowest. The subfactor of collaborative leadership showed big difference between small scale schools and big scale schools and teacher collaboration and professional development didn't show big difference but they're generally low.
Seventh, the average score of collaborative school organizational culture showed almost same excluding collaborative leadership between male teachers and female teachers.
Eighth, the higher positioned teachers showed higher scores of collaborative school organizational culture and the lower positioned teachers showed lower scores of collaborative school organizational culture.
The subfactor of collaborative leadership showed big difference between principals/assistant principals group and teachers group and teacher collaboration is very low in department manager teachers and teachers group.
This study was performed with lack of previous studies while most of the previous studies were focused on school organizational culture and organization effectiveness and there is limitation to generalize the results of this study since this study researched for collaborative school organizational culture formation with very limited participants of elementary school teachers in Daegu metropolitan city and Gyeongsangbuk-do. So, it is in need to research for more segmentations of various school types with country level participants and test the results of this study. In addition, the interview was made only with a few participants while this study is a very fragmentary research with the limitation of quantity approach by survey questionnaire but it will be possible to collect more data and various opinions more easily if survey and interview can be made with the teachers in collective training course or workshop course of educational training institute of local education office such as quantity approach and quality approach.
Finally, there should be follow-up studies continuously since this is an experimentative study on the collaborative school organizational culture, and furthermore, it will be meaningful to determine what differences are there in middle school and high school through the same study.

목차 (Table of Contents)

• I. 서 론 1
• 1. 문제 제기 및 연구의 필요성 1
• 2. 연구 목적 및 연구 내용 6
• Ⅱ. 이론적 배경 7
• 1. 학교조직문화의 의의 7
• 2. 협동적 학교조직문화의 특성과 요소 21
• 3. 선행연구 고찰 30
• Ⅲ. 연구방법 42
• 1. 연구 절차 42
• 2. 연구 대상 44
• 3. 측정도구 및 자료 분석 47
• Ⅳ. 연구 결과 및 논의 48
• 1. 협동적 학교조직문화의 측정도구 개발 48
• 가. 측정문항 개발 및 선정 48
• 나. 신뢰도 및 타당도 검증 50
• 2. 조사 연구 결과 56
• 가. 기초통계 56
• 나. 학교 유형에 따른 협동적 학교조직문화 57
• 다. 학교 소재지에 따른 협동적 학교조직문화 62
• 라. 교직 경력에 따른 협동적 학교조직문화 68
• 마. 학교 규모에 따른 협동적 학교조직문화 76
• 바. 성별에 따른 협동적 학교조직문화 81
• 사. 직급에 따른 협동적 학교조직문화 83
• 3. 논의 89
• V. 요약, 결론 및 제언 101
• 1. 요 약 101
• 2. 결론 및 제언 105
• 참고문헌 112
• 부 록 120

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