中學校 校監의 役割遂行과 學校組織 健康과의 關係

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine how much teachers recognize a vice-schoolmaster's role playing as one of the factors that affect the health of a school organization, and to suggest materials for the desirable tole-play of a vice-schoolmaster.
The details of achieving these study goals are as follows.
First, this study examines the degrees of teachers recognize a vice-schoolmaster's role playing, second, what teachers think of school health, and the third, a relation between a vice-schoolmaster's role playing and school health.
To perform these purposes and goals, I use 426 copies of questionnaires returned from 440 teachers working at 22 private and public schools located in Seoul.
The tool of collecting materials for this study is a questionnaire that I made base on the precedent studies whose credibility and propriety is proved. For measuring the degree of school health, I used Wang Ki-hang's scale for diagnosing the health of an organization.
The materials collected are treated by the SPSS/PC statistics program, and the four-step frequency is used as a study tool. Also, I analyzed and inspected differences between variables by getting a percentage.
As the role of a vice-schoolmaster is not defined in the law, the recognition of his/her role and the performance of the role can influence school health.
The following are the results of this study on the desirable role-play of a vice-schoolmaster.
First, most of teachers positively recognize the role-play of vice-schoolmasters in both private and public middle schools, and school health is also positively recognized.
Second, there should be more interest and consideration in a vice-schoolmaster's role of bonding relation with local community and the bridging role among principals, teachers and general affairs employees, which is comparatively less considered.
Third, a vice-schoolmaster should make an effort to make teachers have credibility, adaptability and productivity.
Fourth, as female teacher recognize a relation between a vice-schoolmaster's role playing and school health slightly less than male teachers, a vice-schoolmaster should respect and be open to female teachers' opinion.
Fifth, as less experienced teachers recognize a relation between a vice-schoolmaster's role playing and school health slightly less than more experienced teachers, a vice-schoolmaster should maintain tolerance of less experienced teachers.
Sixth, few school teachers give positive evaluations on a vice-schoolmaster's role playing and school health, a vice-schoolmaster should make an effort to keep good relationship with teachers, and small-sized schools are more effective.
Seventh, teachers give less positive evaluations on a vice-schoolmaster's role playing and school health, so a vice-schoolmaster should have more interest in them and encourage them.
Eighth, most public school teachers give less positive answers to a vice-schoolmaster's role playing and school health, vice-schoolmasters in public school should make an effort to have a smooth communication with teachers.
Ninth, a vice-schoolmaster role and school health are closely related. So school can be healthier when vice-schoolmasters recognize their role correctly and sincerely performs them.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 내용 = 3
• 4. 연구의 방법 = 3
• 1) 연구대상 및 표집 방법 = 3
• 2) 자료처리 및 분석 = 4
• 3) 연구의 도구 = 5
• 5. 연구의 제한점 = 9
• 6. 용어의 정리 = 9
• Ⅱ. 이론적 배경 = 11
• 1. 역할이론 = 11
• 1) 역할의 개념 = 11
• 2) 역할기대 = 12
• 3) 역할지각 = 13
• 4) 역할수행 = 13
• 5) 역할갈등 = 14
• 2. 교감의 지위와 역할 = 16
• l) 교감의 지위 및 직무권한 = 16
• 2) 교감의 직무상의 역할 = 19
• 3. 조직이론 = 21
• 1) 조직의 개념 = 21
• 2) 학교 조직의 특성 = 22
• 4. 조직건강 이론 = 24
• 1) 조직건강의 개념 = 24
• 2) 학교조직건강의 개념 = 25
• 3) 학교조직건강의 측정변인 = 26
• 5. 선행연구의 고찰 = 32
• Ⅲ. 중학교 교감의 역할수행과 학교조직 건강과의 관계 분석 = 33
• 1. 중학교 교감의 역할수행 정도 = 33
• 1) 교장 보좌 = 33
• 2) 인사 관리 = 34
• 3) 재정 및 사무 관리 = 37
• 4) 교육 계획 수립 = 41
• 5) 지역 사회와의 유대 = 42
• 6) 교장·교사·서무직원간 교량적 역할 = 45
• 7) 학습 및 생활 지도 = 49
• 8) 장학 지도 = 50
• 2. 학교 조직 건강 정도 = 51
• 1) 권력 배분의 적절성 = 51
• 2) 자원 활용의 적절성 = 52
• 3) 응집성 = 53
• 4) 신뢰성 = 54
• 5) 적응성 = 55
• 6) 의사소통의 적절성 = 56
• 7) 혁신성 = 57
• 8) 동조성 = 57
• 9) 자율성 = 59
• 10) 지도성 = 60
• ll) 기획성 = 61
• 12) 생산성 = 62
• 13) 목표 지향성 = 63
• 3. 교감의 역할수행과 학교조직 건강과의 관계 = 64
• Ⅳ. 요약 및 결론 = 66
• 1. 요약 = 66
• 2. 결론 = 77
• 참고문헌 = 79
• Abstract = 81
• 〈부록〉: 설문지 = 84