교사의 의사결정참여가 학교 조직효과성에 미치는 영향 = (The) Influence of Teacher's participation in Decisio-Making process on the school organization effectiveness

다국어 초록 (Multilingual Abstract)

Recently, independent management of each unit school as well as the maximization of achieving school objectives through democratic management have gained great interest in the issue of school reform.
There are various problems in the field of education which require the participation of all school members. These problems range from setting to evaluating educational objectives. As the legalization of teachers' labor union and the school budgeting and accounting system have made teachers much more interested in the school management than before, it is necessary that schools accept democratic decision making system into the school organization and improve its effectiveness. Allowing teachers' active participation in decision making would make them appreciate and devote themselves in to practicing the decisions. Decision making is very important in school management because it is directly connected with educational issues. Decisions made in school organizations cannot be easily reversed or altered, and results from the decisions directly affect the teachers and the students. Therefore, it is crucial to implement an appropriate decision making process in order to induce the best decision.
When a decision in an organization is made by the participation of its members, not by a single person, then we call it participatory decision making or co-decision making. In other words, participatory decision making in the school setting means that teachers participate in various decision making processes which arise in their school. A participatory decision making process should be based on the following four premises:
First, teachers who are in the places where actual activities are happening and who are closest to students can make the best decision on student education. Second, teachers, parent and school staffs have much more opinion on the educational policies and programs which affect schools and student. Third, the person who is in charge and who exercises a decision has to have the same opinion in such decision making. Finally, there is a high probability that the changes can be effective and lasting when people, who practice decisions or changes, are responsible and reliable.
One of the important purpose of this study is to probe the methods which can improve the participatory decision making processes and the school organization effectiveness in every school and thus eventually lead to the improvement of the quality of education. This positive study analyzes the levels of participation of teachers in the decision making of school management and clarifies its effect on the school organization effectiveness. The followings are the detailed objectives of this study.
First, the level of teachers participation in the decision making of school management by background variables(sex, position, the length of service, the educational level of schools, school type such as private or public) are analyze.
Second, the factors which influence the school organization effectiveness, such as the culture of decision making within a school, the school principals characteristics in decision making, and environmental restraints in decision making are analyzed.
Third, the mechanisms of the influential factors in school organizations (job product, job satisfaction, organizational adaption, organizational commitment) directly or indirectly affecting on the school organization effectiveness are analyzed.
The sample of the survey in this study is 1,000 teachers from elementary, middle and high schools in Gwangju city and it was done by the stratified quota sampling according to the ratio of teachers. The reliability and appropriateness of questions had been verified before testing our hypotheses. SPSS 10.01 was used.
The conclusion of this study can be summarized as follows:
First, as the result of multiple regression, the culture of decision making in a school is the most influential factor on the school organization effectiveness. This verifies that the democratic school management and school organization effectiveness come from a schools decision making culture. This culture can only be formed under the atmosphere which allows free discussion where every meeting or discussion is managed democratically and the principal tries to understand many different opinions from teachers.
Second, the characteristic of decision making of a principal and the environmental restraints in decision making do not have meaningful effects on the school organization effectiveness in the sense of democratic school management. Therefore it is considered that non-democratic attitude of a principal or environmental restraints are being filtered through the big trend of schools decision making culture.
Third, the reasonable decision making by the discussion of all members can make the best decision in every school management problem, encouraging teachers and giving them the opportunity to participate in the school management and improve the democratic decision making culture. Thus a principal should try to encourage the participation of every member of the organization.
fourth, not only the people who participate but also the steps that the participants take are very important. Hence, schools can benefit from implementing the participatory decision making model suited to school organizations, based on the theory of the zone of acceptance in shared decision making by Bridges, the Standard Model of participatory decision making by Hoy and Miskel, the Decision Making Model of Vroom and Yetton, and the researcher's own experience.
fifth, when a decision making problem is raised, a principal should do his/her role to make the balance of participation (actual participation vs. expected participation) by investigating whether the problem lies within a teachers zone of acceptance. If the problem is beyond or on the boundary of the zone of acceptance, the principal has to make decision on his/her own discretion by considering the characteristics and contents of the problem and by determining the frequency and level of participation.
Sixth, we have to choose a decision making type according to the characteristics of a problem in each division of a school organization rather than just emphasizing the decision making process through the general meeting. This is because sometimes the discussion in each division can lead to the reasonable decision making without relying upon the participation of all teachers in a school.
Seventh, a managing group should be active to decrease any discrepancy between the actual participation and the expected participation when a decision making involves huge discordance. This can be resolved if a principal, who is in the center of every decision making, has a strong will. And in achieving a schools educational objectives, the participation of teachers in decision making processes and their acceptance are essential, as they give psychological, emotional stability to school management and eventually improve the school organization effectiveness.
Eighth, an administrator should give enough attention on the matters that have low actual participation, such as facilities administration, budget management and the relationship to the community. In addition, decisions regarding the personnel affairs and the selection of teaching materials, those that have high expected participation should be made through a democratic and systematic manner.
Lastly, the actual participation and expected participation depend on the decision making area, its contents and the background of each teacher such as sex, the length of service, position, the educational level of schools, school types like private or public. More specifically, female teachers, teachers with the shorter length of service, and those with low position within a division show lower participation in decision making than male teachers, teachers with longer length of service, and those higher in the divisional hierarchy, respectively. Limited degree of responsibility and affection in teaching may explain the result. Therefore, an effort should be made to encourage participation of female teachers and teachers with less experience. In particular, as female teachers constitute an increasing part in the education community these days, more participation by female teachers is pivotal.
Above observations show that the decision making culture in a school affects the school organization effectiveness while the characteristics of decision making of a principal and environmental restraints do not. Conclusively, the culture of democratic decision making, i.e., open discussion, is the most important factor in improving the school organization effectiveness. h particular, modern school organizations ask for the democratic leadership of a principal rather than the charismatic one.

목차 (Table of Contents)

• 목차 = ⅰ
• ABSTRACT = ⅵ
• 제1장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 범위 및 방법 = 5
• 1. 연구의 대상과 범위 = 5
• 2. 연구의 방법 = 5
• 제2장 학교 조직 효과성 = 7
• 제1절 학교 조직효과성 개념과 측정 준거 = 7
• 1. 학교 조직효과성의 개념 = 7
• 2. 학교 조직효과성의 측정 준거 = 12
• 제2절 학교 조직효과성의 하위 변인 = 20
• 1. 직무성과 = 20
• 2. 직무만족도 = 22
• 3. 조직 적응성 = 24
• 4. 조직 헌신도 = 25
• 제3장 참여적 의사결정 = 27
• 제1절 참여적 의사결정의 개념과 모형 = 27
• 1. 참여적 의사결정의 개념과 내용 = 28
• 2. 참여적 의사결정의 모형 = 39
• 3. 학교조직에 적합한 참여적 의사결정모형 = 53
• 제2절 학교 의사결정의 영향 요인 = 60
• 1. 민주적 의사결정의 문화 형성 = 61
• 2. 의사결정의 제약요인 = 76
• 제4장 연구의 설계 = 86
• 제1절 연구모형과 가설 = 86
• 1. 연구모형 = 86
• 2. 가설의 설정 = 89
• 제2절 자료수집과 분석 = 90
• 제3절 표본의 특성 분석 = 92
• 1. 표본의 특성 = 92
• 2. 단일 변수의 기술통계량 = 95
• 3. 집단차이의 검증 = 97
• 제4절 조작화와 척도 검증 = 118
• 1. 변수의 조작적 정의와 측정 = 118
• 2. 측정 설문지의 구성 = 121
• 3. 타당도 분석 = 123
• 4. 신뢰도 분석 = 126
• 제5장 가설검증 = 128
• 제1절 변수간의 상관관계분석 = 128
• 제2절 연구모형의 검증 = 130
• 제3절 가설검증과 논의 = 133
• 1. 가설검증 = 133
• 2. 가설검증결과의 논의 = 136
• 제6장 결론 = 138
• 제1절 연구결과의 요약 = 138
• 제2절 연구의 함의 = 141
• 1. 이론적 함의 = 141
• 2. 정책적 함의 = 143
• 참고문헌 = 145
• 부록 = 159