학교조직문화에 따른 학교단위 책임경영제 실행 분석 = (An) analysis on the implementation of school-based management in accordance with school organization culture

다국어 초록 (Multilingual Abstract)

School organization culture is a symbolic system that has been formed as the result of Interactions among school members. It is also a norm that represents unique characteristics of school. Thus the purpose of this study is to examine the extent to which school-based management is implemented in accordance with school organization culture.
For the purpose, this researcher attempted to determine relations between school organization culture and school-based management in accordance with elementary, middle and high school teachers' general characteristics.
First, the study examines the current status of school organization culture in accordance with teachers' general characteristics.
Second, the study investigates the current status of the implementation of school-based management in accordance with teachers' general characteristics.
Third, the study analyzes the current status of the implementation of school-based management in accordance with school organization culture.
Results of the study can be summarized as below.
First, school organization was found more perceived by teachers who were female, longer in teaching experience or serving at elementary schools or whose school was located at eup or myeon administrative district.
Second, school-based management was found implemented with more participation by teachers who were female, longer in teaching experience or serving at elementary schools or whose school was located at eup or myeon administrative district.
Third, it was found that the extent to which school-based management was implemented is higher when school organization culture is more perceived.
Based on these results, the researcher would make the following conclusions.
First, teachers are likely to be positive about school organization culture. More recognition by the teachers of not apparent, but potential aspects of the culture seem to be effective in maintaining the responsibility and dignity of the teaching profession.
Second, the more perception of school organization culture in part of female teachers may be attributed to more improvement in those teachers' position. This rather suggests the need of paying attention to male teachers. In addition, the fact that teachers who are longer in teaching experience show a more perception of the culture is probably because they now adapt themselves better to interpersonal relations and organizational situations with their long accumulated experiences based. This indicates that educational administrators need to make efforts of helping teachers, shorter in teaching experience, adapt themselves better to their individual school. School organization culture was found more perceived in the level of elementary school than in that of middle or high school, probably attributable to culture unique to the former level. Such more perception was found in teachers whose school was located at eup and myeon administrative districts. This is probably because many of teachers having a longer teaching experience are serving at such districts to receive a preferential treatment for promotion and because there are many small schools at the districts where good interpersonal relations are more likely to be made. Therefore, principals whose school is located in an urban area should make efforts of leading teachers to be loyal to school affairs and have a positive perception of school organization culture, by way of supporting their fraternal activities.
Third, the extent to which teachers participate in school-based management was relatively high, especially, highest in regard to financial management, followed by curriculum. This indicates that such measures taken to make the management more effective as school accounting system, establishment of school management committee, invitation of teachers and principal and the 7th national curriculum of education are being well implemented. The accounting system seems to have been already well established when teachers' highest engagement in the management of school finance.
Fourth, there are clear correlations between school organization culture and school-based management. Tn conclusion, teachers who are positive about school organization culture are more likely to accept and implement school-based management. Thus educational administrators should pay more attention to school organization culture and fully consider it prior to implementing school policies

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 학교조직문화 = 6
• 2. 학교단위 책임경영제 = 19
• 3. 학교 조직문화와 학교단위 책임경영제와의 관계 = 33
• 4. 가설 = 36
• Ⅲ. 연구방법 = 37
• 1. 연구대상 = 37
• 2. 측정도구 = 38
• 3. 자료처리 = 39
• Ⅳ. 연구결과 및 해석 = 40
• 1. 학교조직 문화에 대한 실태분석 = 40
• 2. 학교단위 책임경영제 실행분석 = 46
• 3. 학교 조직문화에 따른 학교단위 책임경영제 실행분석 = 52
• Ⅴ. 논의 = 61
• Ⅵ. 요약 및 결론 = 64
• 1. 요약 = 64
• 2. 결론 = 67
• 참고문헌 = 69
• ABSTRACT = 72
• 부록 = 75