敎師가 知覺한 幼兒敎育機關의 組織文化 = The Organization Culture of Early Childhood Education Institutions as Perceived by Kindergarten Teachers

국문 초록 (Abstract)

본 연구는 유아교육기관의 조직문화에 대한 교사들의 인식이 제 변인에 따라 어떠한 차이가 있는지 알아보는데 그 목적이 있다. 교사가 지각하고 있는 유아교육기관의 조직문화를 알아보고 제 변인에 따른 차이를 비교하고자 하는 본 연구의 목적을 달성하기 위하여 설정한 연구문제는 다음과 같다.
연구문제 1. 가치와 규범에 관하여 교사가 지각한 조직문화는 제 변인간에 어떠한 차이가 있는가?
연구문제 2. 상징과 일화에 관하여 교사가 지각한 조직문화는 제 변인간에 어떠한 차이가 있는가?
연구문제 3. 의식과 행사에 관하여 교사가 지각한 조직문화는 제 변인간에 어떠한 차이가 있는가?
연구문제 4. 의사소통 및 조직운영에 관하여 교사가 지각한 조직문화는 제 변인간에 어떠한 차이가 있는가?
연구문제 5. 교사의 만족 및 책임감에 관하여 교사가 지각한 조직문화는 제 변인간에 어떠한 차이가 있는가?
위와 같은 연구문제를 알아보기 위하여 전라남도에 소재한 초등학교 병설유치원 교사 418명을 대상으로 설문지에 반응하도록 한 결과를 컴퓨터 프로그램인 SAS를 이용하여 전산처리 하였으며 집단간의 유의도를 알아보기 위하여 x²검증을 실시하였다.
본 연구를 통해 얻어진 결과는 다음과 같다.
1. 가치와 규범
첫째, 가치와 이념(내적문화) 항목 중 ‘교육목표나 운영계획의 개요에 대한 교사들의 이해도’에 있어서는 경력별 변인에 대해서만 통계적으로 유의한 차이를 보였다.
둘째, 복무와 규범 모든 항목에서 각기 다른 변인에 따라 통계적으로 유의미한 차이가 나타났다. 즉, ‘유치원 교사로서 가져야 할 복무자세와 품위에 대한 지시정도’에서는 지역별, 자격증별, 결혼여부별 변인에서 그리고 ‘교육 활동 시 단정하고 적절한 복장 유지정도’, ‘유아나 학부모의 모범이 되도록 노력하는 정도’, ‘교사 신분에 벗어나지 않기 위해 어느 정도 신중을 기하는가’에서는 경력별 변인에서만 의미가 있는 것으로 나타났다.
2. 상징과 일화
첫째, 상징물과 인물(외재적 문화)에 대한 항목은 ‘유치원을 상징하는 원기(園旗)나 마크여부’에 있어서는 지역별, 학급규모별에서, ‘유치원 원가(園歌)여부’에서는 지역별, 운영유형별에서 그리고 ‘실내·외의 조형물이나 건축물에서 유치원을 상징하는 색깔이나 특징 반영 여부’에서는 자격증별에 따라서만 통계적으로 유의미한 차이를 보였다.
둘째, 일화와 이야기에 대한 항목에서는 ‘교사로서 자부심을 느낄 수 있는 일화를 들을 기회의 정도’에서는 경력별로 ‘유치원 설립과 유래에 관련된 이야기를 들을 기회의 정도’에서는 지역별, 학급규모별, 운영유형별로 ‘유치원의 유래나 역사에 관한 자료의 보관 및 전시여부’에서는 학력별, 경력별, 자격증별 변인에 따라서 통계적으로 유의미한 차이를 보였다.
3. 의식과 행사
의식과 행사에 대한 항목 중 ‘교육목표를 구현할 수 있는 교육행사의 개최정도’에 있어서는 경력별 변인에서 ‘공식적인 업무 이외 교외활동의 참여정도’에서는 자격증별 변인에 따라서만 통계적으로 유의미한 차이를 보였다.
4. 의사소통 및 조직운영
첫째, 의사소통에 대한 항목 중 ‘유치원 교사들과 원장, 원감과의 의사소통 원활 정도’는 경력별 변인에서 ‘유치원 교원 외 동료교사(초등학교 교사)와의 의사소통 원활 정도’에서는 경력별, 결혼여부별, 학급규모별 변인에서 ‘동료교사와의 의사소통 원활 정도’에서는 학급규모별 변인에 있어서 ‘유치원 운영이나 문제해결에 있어 교사들의 의견 반영정도’에 있어서는 자격증별 변인에 있어서 통계적으로 유의미한 차이를 보였다.
둘째, 조직운영에 대한 항목 중 ‘정책이나 행정적 의사결정 시 교사의 의견 수용정도’에서는 자격증별 변인에 있어서만 통계적으로 유의미한 차이를 보였다.
5. 교사의 만족 및 책임감
교사의 만족 및 책임감 항목 중 ‘교사들 자신이 속한 조직에 대한 소속감의 정도’ 에서는 학력별, 결혼여부별 변인에서 ‘맡은 업무에 대한 동료교사들의 책임감 정도’ 에서는 경력별, 자격증별, 결혼여부별 변인에서 ‘맡은 업무에 대한 능력발휘 정도’에 있어서는 경력별, 자격증별 변인에 있어서 유의미한 차이를 보였다.

다국어 초록 (Multilingual Abstract)

The purpose of his study was to find how the recognition of teacher for the culture of organization in the early childhood education institutions change the difference according to every random factor.
The details of study were as follows:
Study question 1. What is the difference between every random factor in the culture of organization that teacher has recognized on the value and the pattern?
Study question 2. What is the difference between every random factors in the culture of organization that teacher has recognized on the symbol and the anecdote?
Study question 3. What is the difference between every random factor in the culture of organization that teacher has recognized on the ceremony and the event?
Study question 4. What is the difference between every random factor in the culture of organization that teacher has recognized on the communication and the organization administration?
Study question 5. What is the difference between every random factor in the culture of organization that teacher has recognized on the satisfaction and the responsibility of teacher?
In order to study the above questions, executing a questionnaire inquiry was conducted with 418 teachers of kindergartens as an annex of primary school located in Chollanam to, and t-verification was performed and treated by computer to know the difference of meaning between groups using SAS computer program.
The result of this study was as follows:
1. The value and the pattern
First, for the value and the ideology (internal culture), in the understanding of teacher for the outline of operation plan or the target of education established in the operation schedule of kindergarten, there presented a difference of meaning between groups statistically.
Second, for the service and the pattern, the teachers of kindergartens had many informations for the service attitude and the grace of teacher, there showed a difference of meaning between groups for the random factor by region, by the certificate of qualification, by marriage. Also, for the office regulations, there appeared a difference of meaning between groups statistically for the random factor by the certification of qualification and by marriage. They had observed the office hours such as lesson hours, the hour for going to work and the closing hour strictly. For the random factor by the certificate of qualification, there turned in a large difference of meaning between groups. In addition, the teachers showed a well groomed costume, tried to be a model for parents of students and infants. and presented to be wary of doing everything so as not to get out of the teacher's position in daily life. All the random factors showed differences of meaning between groups by carrier.
2. The symbol and the anecdote
First, For the symbol and the personage (external culture), the kindergartens appeared to have no flag or no mark symbolizing themselves, there presented a difference of meaning for the random factor by region and by the size of class. for the song of kindergarten, about half of the kindergartens showed to have no song of kindergarten, there appeared a difference of meaning for the random factor by region and by the type of operation. There was not any character or color symbolizing the kindergarten in the formative thing or in the kindergarten's building of indoors and outdoors. There was a difference of meaning in the random factor of the certificate of qualification.
Second, For the anecdote and the story, teachers responded to hear the anecdote that a teacher can have a pride as a teacher to some extent for the chance of hearing any anecdote, there was no difference of meaning between groups statistically for the random factor. Only for the random factor by carrier, there appeared a difference of meaning. There showed no chance of hearing the story relating to the establishing and the origin of kindergarten in the time of any ceremony or event of kindergarten, there showed a difference of meaning for the random factor by region, by the size of class, and by the type of operation. For the safeguard and the exhibition of materials relating to the origin and the history of kindergarten, they presented to have no safeguard and exhibition in general, there was a difference of meaning for the random factor by schooling, by carrier, and by the certificate of qualification.
3. The ceremony and the event
The education event being able to embody the target of education did not appear to have it frequently among events, for only the random factor by carrier, there was a difference of meaning. they were appeared to participate in the activity of teachers very much, there was a difference of meaning for the random factor by the certificate of qualification.
4. The communication and the operation of organization
First, Teachers of kindergarten had thought the communication with the dean or vice dean came to understand very well comparatively, there was a difference of meaning for the random factor by carrier. The communication with colleague teachers (teacher of primary school, etc.) appeared to be come to understand, there was a difference of meaning for the random factor by carrier, by marriage, and by the size of class. They had had much conversations with their colleagues to solve the problems of young children, there was a difference of meaning for the random factor by the size of class.
Second, In the face of organization operation, teachers of kindergarten presented that their idea was reflected well when making a decision of policy or administration, there showed a difference of meaning more or less for the random factor by the certificate of qualification.
Third, For the operation and management policy, there was no difference of meaning between groups for every random factor statistically.
5. The satisfaction and the responsibility of teacher
They showed a high feeling of belongings and colleagues for their organization of kindergarten, there appeared a difference of meaning for the random factor by schooling and by marriage. While teachers thought they had done their best for their duties on the whole, there was a difference of meaning for the random factor by carrier, by the certificate of qualification, and by marriage. In addition, they responded that they had displayed the enough capacity in their works too, there was a difference of meaning for the random factor by carrier, and by the certificate of qualification.

목차 (Table of Contents)

• 목차
• <국문초록>
• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• C. 용어의 정의 = 3
• D. 연구의 제한점 = 4
• II. 이론적 배경 = 5
• A. 조직문화 = 5
• B. 학교의 조직문화 = 6
• C. 유아교육기관의 조직문화 = 8
• D. 선행연구 고찰 = 11
• III. 연구방법 = 14
• A. 연구대상 = 14
• B. 조사도구 = 14
• C. 연구절차 = 15
• D. 자료처리 = 16
• IV. 결과 및 해석 = 17
• V. 결론 및 제언 = 60
• A. 결론 = 60
• B. 논의 및 제언 = 65
• 참고문헌 = 68
• = 71
• <부록> 유아교육기관의 조직문화에 대한 설문지 = 76