敎師 權限賦與와 組織獻身度의 關係 硏究 = (A) study on the relationship between teachers' empowerment and organizational commitment

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this paper was to define the relationship of teachers' empowerment and organizational commitment and to propose basic materials on teacher empowerment.
To achieve this purpose, the detailed objectives are as following;
1. to analyze the difference of perception on teacher empowerment according to teacher's personal characteristics(sex, orders, career, educational course) and school characteristics(size, the classes).
2. to analyze the difference of perception on organizational commitment according to teacher's personal characteristics(sex, orders, career, educational course) and school characteristics
3. to analyze the relationship between teacher empowerment and organizational commitment.
B. The method of study
Literature review and experiential survey method were used for this study. The samples of this study were collected from the elementary and middle school teachers. They are 424 teachers. The collected samples were analyzed by SPSS^ win100 with the statistic methods of means, SD, t(F)-test, pearson correlations and multiple regressions.
C. The result of study
The results of this study were summarized as follows;
1. The acknowledgement of teacher empowerment on teachers was varied. In personal characteristics, male teachers and head teachers were acknowledged the more on teacher empowerment rather than female teachers and teachers did. And in career, those who have more than 20 years reported the highest. Teachers in 10-19 years in their career were the next, and teachers with less than 10 years experienced marked lowest acknowledgement. In courses, significant differences were not. In school's characteristics the highest acknowledgement of teacher empowerment on teachers appeared from high school, the next elementary school, and the last middle school. By size, significant differences were not.
2. The acknowledgement of organizational commitment was varied. In personal characteristics, male teachers and head teachers were acknowledged the more on organizational commitment rather than female teachers and teachers did. And in career, those who have more than 20 years reported the highest. Teachers in 10 -19 years in their career were the next, and teachers with less than 10 years experienced marked lowest acknowledgement. In courses, significant differences don't appear.
In school's characteristics the highest acknowledgement of organizational commitment appeared from high school, the next elementary school, and the last middle school. By size, significant differences don't appear. 3. Correlations between teacher empowerment and organizational commitment has a close relationship in the degree of .512. The sub-variables of teacher empowerment affecting on organizational commitment were 'professional growth', 'self-efficacy' and 'impact'.
D. The conclusion of study
1. The degree of teacher empowerment is improving, but the female, short careered teacher's participation shows relatively low. To highten their participation, the principal should make an effort to accept their participation. The school organization still must change.
2. The professional growth and self- efficacy of the lower elements of the teacher empowerment was most related to organizational commitment

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 = 3
• C. 용어의 정의 = 4
• D. 연구의 제한점 = 4
• II. 이론적 배경 = 5
• A. 교사 권한부여에 관한 이론 = 5
• B. 조직헌신도에 관한 이론 = 18
• C. 교사 권한부여와 조직헌신도와의 관계 = 24
• III. 연구의 방법 = 28
• A. 연구대상 = 28
• B. 측정 도구 = 29
• C. 자료의 처리 = 31
• IV. 연구의 결과 및 해석 = 32
• A. 교사가 지각한 교사 권한부여의 차이 = 32
• B. 교사가 지각한 조직헌신도의 차이 = 43
• C. 교사 권한부여와 조직 헌신도의 관계 = 51
• V. 요약·결론 및 제언 = 55
• A. 요약 = 55
• B. 결론 = 58
• C. 제언 = 59
• ※ 참고문헌 = 60
• ※ ABSTRACT = 63
• ※ 부록 = 66