學校 組織文化와 初任敎師의 敎職適應 關係 = (The) Relationship between School Organizational Culture and Beginning Teacher Adjustment

다국어 초록 (Multilingual Abstract)

A. The Purposes of Study
Setting up an organization is one of the ways for human beings to share their lives with one another, and its history is as long as that of mankind. A school organization is a primary organ to take the lead in school community, and that has its own unique culture. The purpose of this study was to examine the relationship of school organizational culture perceived by beginning teachers to their adjustment to teaching profession, as school organizational culture was likely to affect their adjustment. The research questions were posed as below:
1. Is the outlook of beginning teachers on school organizational culture different according to their background variables, including gender, career and whether or not they work in a place with which they have some connections, and to school variables, including school size and school grade?
2. Do their background variables, including gender, career and whether or not they work in a place with which they have some connections, and school variables, including school size and school grade, make any differences to their perception of their own adjustment to teaching profession?
3. What is the relationship of school organizational culture to their adjustment to teaching profession?
B. The Methods of Study
The questionnaire method was employed, and the subjects in this study were randomly selected 215 elementary school teachers from Daejeon. The questionnaires used in this study covered school organizational culture and first-year teachers' adjustment to teaching profession. To address the research questions, statistical data on mean and standard deviation were obtained, and independent-samples t-test, one-way ANOVA(F), Scheffe test and multiple regression analysis were implemented.
C. The Conclusions and Suggestions of Study
The findings of the study were as follows:
First, the first-year teachers investigated found themselves to positively respond to external environmental changes and solve problems they faced in a flexible manner. And they considered themselves to be bound by school regulations and procedures, given lots of directions and under control.
Second, their adjustment to academic education, guidance, classroom management and job division was significantly different according to their career. The higher-experienced teachers settled in school organization better, and this fact indicated that in order to step up the adjustment of teachers, they should take relevant training courses and participate in effective programs, and school should be managed in consideration of the fact. Sustained research efforts should be put into facilitating their adjustment, and how to further their adjustment should carefully be studied at a national level.
Third, as for connections between school organizational culture and the adjustment of the beginning teachers, their adjustment was positively related to innovative culture and group culture, and negatively to hierarchical culture. In general, those whose school organization featured innovative or group culture found it easier to fit in school organization.
Fourth, a quantitative approach was attempted to find out the relationship of school organizational culture type to relevant variables, but in order to make an in-depth analysis of school organizational culture, a qualitative approach was also called for. Specifically, the personality traits of beginning teachers and their view of education should be taken into account.
Fifth, how to create school organizational culture in a way to accelerate the adjustment of beginning teachers should be studied.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 학교 조직문화에 관한 이론 = 6
• 2. 초임교사의 교직적응에 관한 이론 = 11
• 3. 학교 조직문화와 초임교사의 교직적응 선행연구의 고찰 = 19
• 4. 본 연구의 모형 = 21
• Ⅲ. 연구의 방법 = 22
• 1. 연구대상 = 22
• 2. 측정 도구 = 24
• 3. 자료 처리 = 26
• Ⅳ. 연구의 결과 및 논의 = 28
• 1. 초임교사가 지각한 학교 조직문화의 차이 분석 = 28
• 2. 초임교사의 교직적응의 차이 분석 = 33
• 3. 학교 조직문화와 초임교사의 교직적응 관계 분석 = 45
• Ⅴ. 요약·결론 및 제언 = 52
• 1. 요약 = 52
• 2. 결론 = 54
• 3. 제언 = 55
• 참고문헌 = 57
• ABSTRACT = 60
• 부록 = 63