실업계 고등학교 교사의 직업교육 가치성향과 조직몰입의 관계 = (The) relationship between value orientations towards vocational education and orginizational commitment of vocational high school teachers

국문 초록 (Abstract)

이 연구의 목적은 실업계 고등학교 교사의 직업교육 가치성향과 조직몰입을 구명하고, 직업교육 가치성향과 조직몰입의 관계를 구명하는데 있었다.
연구의 모집단은 전국의 실업계 고등학교 교사였으며, 표본집단은 학교소재지와 학교계열을 고려하여 선정된 18개 실업계 고등학교에 근무하는 718명의 교사였다.
조사도구로는 직업교육 가치성향 척도, 조직몰입 척도, 개인특성 조사문항으로 구성된 질문지를 사용하였다. 직업교육 가치성향 척도는 직업교육에 대한 네가지 가치성향(인문주의, 기능주의, 신직업주의, 비판주의)을 여덟가지 교육요소(내재적 교육목적, 외재적 교육목적, 학습자 요구, 교육방법, 교사능력, 교사역할, 교육내용원천, 교육내용요구)적 관점에서 측정하도록 개발되었다. 이 척도는 내용구조를 개발, 사전현장조사, 전문가 검토, 예비조사에 의한 타당도와 신뢰도 검토를 통해 개발하였다. 최종 개발된 직업교육 가치성향 척도는 8개 문항(교육요소별 1개 문항)에 총 32개 반응 항목(교육요소별 네가지 반응항목)에 대하여 7점 척도로 반응하도록 구성되었으며 Cronbach의 α값은 인문주의 0.81, 기능주의 0.84, 신직업주의 0.82, 비판주의 0.83이었다. 조직몰입 척도는 조직몰입을 정의적 몰입, 규범적 몰입, 근속적 몰입 등 세가지 유형을 구분하여 접근한 Allen과 Mayer(1990)의 척도를 연구자가 연구목적에 맞게 문항을 수정·번안한 후 전문가 검토와 예비조사를 통해 신뢰도와 타당도를 갖추도록 개발하였다. 최종 개발된 조직몰입 척도는 총 21문항(7점 척도)으로 개발되었으며, Cronbach의 α값은 정의적 몰입 0.84, 규범적 몰입 0.79, 근속적 몰입 0.79였다.
자료수집은 우편 및 방문조사를 통해 이루어졌고, 총 574개가 수집되어 회수율은 79.9%였다. 이중 일부 자료는 무응답 및 불성실응답 등의 이유로 제거되어 최종 분석에는 487명의 자료가 사용되었다.
구체적인 연구결과는 다음과 같았다.
첫째, 실업계 고등학교 교사는 신직업주의·기능주의에 근거한 직업교육 가치성향을 가지고 있었다.
둘째, 소속학교 계열 및 담당교과에 관계없이 실업계 고등학교 교사는 인문주의·기능주의·신직업주의 성향에 있어 상호 유사하였지만 비판주의 성향에서는 차이가 있었는데 농업·공업고등학교 교사보다는 상업고등학교 교사가, 전문교과 교사보다는 보통교과 교사가 좀더 비판주의에 근거한 직업교육 가치성향을 가지고 있었다.
셋째, 실업계 고등학교 교사는 정의적, 규범적으로 조직에 몰입하고 있었다.
넷째, 실업계 고등학교 교사는 소속학교 계열에 관계없이 모두 유사하게 조직몰입을 하고 있었지만, 담당교과에 따라서는 차이가 있었는데 보통교과 교사보다는 전문교과 교사가 좀더 정의적, 근속적으로 조직에 몰입하고 있었다.
다섯째, 실업계 고등학교 교사가 정의적으로 조직에 몰입하는 것은 인문주의·기능주의·신직업주의에 근거한 직업교육 가치성향과 상관이 있었고, 규범적으로 조직에 몰입하는 것은 네가지 직업교육 가치성향 모두와 상관이 있었지만 근속적 몰입은 네가지 직업교육 가치성향과 상관이 없었다.
여섯째, 실업계 고등학교 교사가 정의적, 규범적으로 조직에 몰입하는 것은 네가지 직업교육 가치성향 중에 기능주의에 근거한 직업교육 가치성향에 의해 가장 잘 설명되었다.
일곱째, 소속학교 계열과 담당교과는 실업계 고등학교 교사의 직업교육 가치성향과 조직몰입의 상관관계에 영향을 미치고 있었다.
이와 같은 연구결과를 토대로 후속 연구로서 ① 실업계 고등학교 교사들의 직업교육 가치성향 및 조직몰입 형성에 영향을 미치는 변인들의 관계를 구명하는 연구, ② 직업교육 가치성향 척도의 공인타당도를 구명하는 연구, ③ 실업계 고등학교 교사의 직업교육 가치성향과 교육현장의 구체적 행위(교수설계, 교수학습, 교육평가)의 관계를 구명하는 연구와 ④ 다른 직업교육 관련자들의 직업교육 가치성향을 조사 비교하는 연구 등을 제안하였다.

다국어 초록 (Multilingual Abstract)

The purposes of this study were to measure the value orientations towards vocational education of vocational high school teachers and their organizational commitment, and to determine the relationship between the value orientations towards vocational education and the organizational commitment.
The population was 28,053 teachers in 454 pure vocational high schools. Using quota sampling and cluster sampling technique, 718 teachers of 18 vocational high schools were sampled for the study.
A survey questionnaire was developed by the researcher to collect the information needed for the study, which consisted of value orientations scale towards vocational education, organizational commitment scale, and personal characteristics items.
The value orientations scale towards vocational education consisted of 7-point Likert-type 8 items, measuring four different value orientations towards vocational education including humanism, functionalism, new vocationalism, and radicalism. Each item of this scale assesses the agreement degree on four value orientations towards vocational education from the viewpoint of one of the eight basic components of vocational education principles: ① intrinsic educational purpose, ② extrinsic educational purpose, ③ student needs, ④ educational method, ⑤ teacher competence, ⑥ teacher role, ⑦ source of educational contents, and ⑧ needs of educational contents. The content validity was established by the content frame developed by researcher and a panel of experts. The face validity was tested by representative teacher group and vocational education major graduate and undergraduate student group. The construct validity was confirmed by factor analysis of pilot test of 70 vocational high school teachers. The reliabilities of this scale were 0.81～0.84. The organizational commitment scale was modified from the Allen & Mayer(1990)'s. This scale consisted of 7-point Likert-type 21 items, measuring organizational commitment in three dimensions including affective, normative, and continuance; which was developed through reviews of a panel of experts and pilot test. The reliabilities of this scale were 0.79～0.84. Addition to this two scales, the data related to teacher characteristics(school type, teaching subject) were surveyed.
Five hundred seventy four out of 718 questionnaires were returned (a response rate of 79.9%), of which 487 were used for analysis after data cleaning. Both descriptive and inferential statistics were employed for data analysis. An alpha level of 0.05 was established a priori for determining significance. All data analysis was accomplished using the SPSS 10.0 Win.
Major findings of the study were as follows:
1. Vocational high school teachers had value orientations towards vocational education based on new vocationalism and functionalism rather than humanism and radicalism. While value orientations towards vocational education based on humanism, functionalism, and new vocationalism were not different according to their school types(agricultural, industrial, and commercial) and teaching subjects(vocational and general), value orientations towards vocational education based on radicalism were different according to them: Commercial high school teachers leaned towards radicalism more than agricultural high school teachers and industrial high school teachers; general subject teachers leaned towards radicalism more than vocational subject teachers.
2. Vocational high school teachers were committed to their organizations normatively and affectively rather than based on continuance. While no differences in any dimensions of organizational commitment according their school types, there were differences in affective commitment and continuance commitment according to their teaching subjects: General subject teachers were more committed normatively and affectively to their organizations than vocational subject teachers.
3. The relationship between the value orientations towards vocational education and the organizational commitment of vocational high school teachers was found as follows: ① Affective commitment had positive low relationship with humanism, functionalism and new vocationalism; normative commitment had positive moderate relationship with functionalism and new vocationalism and positive low relationship with humanism and radicalism; normative commitment had no relationship with any kinds of value orientations towards vocational education. ② Affective commitment and normative commitment were most explained by functionalism. ③ The relationship between the value orientations towards vocational education and the organizational commitment was affected by the school types and teaching subjects of vocational high school teachers.
Based on the result of the study, some recommendations for future researches were made as follows:
1. The influencing variables on the value orientations towards vocational education and the organizational commitment of vocational high school teachers should be investigated more comprehensively.
2. The concurrent validities of the value orientations scale towards vocational education which was developed by this study should be tested.
3. The relationship between the value orientations towards vocational education of vocational high school teachers and their educational practices including instructional designing, teaching and learning, and student performance evaluating should be identified.
4. The value orientations towards vocational education of various persons related with vocational education should be identified and compared.