集權型.分權型學校行政體制에 따른 葛藤樣態의 比較硏究

다국어 초록 (Multilingual Abstract)

I. The purpose of the study
1. Major purpose is:
To find ways to organize a decentralized school administrative system.
2. The detailed purposes are:
a. To make an integrated model of the general process of conflict.
b. To analyze the actual situations of conflict in school organizations.
c. To make a comparative analysis of conflicts in school organizations under centralized and decentralized administrative systems.
d . To find ways to organize the decentralized school administrative system.
II. The procedure for the study
1. A study of practical facts on the basis of a theoretical background.
2. An investigative research through a questionnaire method:
a. Two types of questionnaires were used; type A with 5 items concerning 40 sources of conflict for investigating the frequency of conflict, the conflict style of teachers, and the conflict managing pattern of school administrators; type B with 5 items for researching the general situation of conflict in school organizations.
b. Two hundred and forty-four public high school teachers in Tae Jon participated in this research.
c . The data were analyzed statistically by means of percentage, frequency, rank and x^2(chi-square) in accordance with each of the purposes of this study.
III. The findings of the study
1. Conflict proceeds in a process of episode and is inevitable in organizational life.
2. Conflict generally tends to be expressed collectively in the decentralized school administative system.
3. Conflict should be properly managed by school administrators.
4. The administrive system is not directly related to the increase or decrese of conflict even though it shifts the sources or the objects of conflict.
5. The conflict style of teachers generally seems to take on an attitude of competitive militancy.
6. The management of conflict does not go far beyond the uniform pattern of both extremes

목차 (Table of Contents)

• 목차
• I. 緖論 = 1
• A. 硏究의 趣旨 = 1
• B. 硏究의 目的 = 1
• C. 硏究의 制限點 = 2
• II. 理論的 背景 = 3
• A. 用語의 槪念的 定義 = 3
• B. 組織理論 = 5
• 1. 組織의 目標 = 5
• 2. 組織의 體制的 特性 = 6
• 3. 組織과 變化 = 7
• 4. 學校組織의 類型과 特徵 = 8
• 5. 組織의 構造 = 9
• 6. 組織의 執權化와 分權化 = 10
• 7. 學校 行政體制의 執權化 및 分權化 模型 = 11
• C. 葛藤이론 = 12
• 1. 組織葛藤의 源泉 = 12
• 2. 葛藤狀況 및 特性 = 14
• 3. 葛藤의 類型 = 14
• 4. 葛藤의 過程 = 15
• 5. 葛藤觀 = 15
• 6. 葛藤의 技能 = 16
• 7. 葛藤의 管理 = 17
• 8. 組織葛藤의 統合的 過程 模型 = 18
• III. 硏究의 方法 = 20
• A. 標集 = 20
• B. 道具 = 20
• C. 資料處理 = 20
• IV. 結果 및 解釋 = 21
• A. 學校組織 葛藤의 實態分析 = 21
• 1. 葛藤狀況에 對한 敎師의 見解 = 21
• 2. 敎師의 葛藤 體驗 頻度 = 21
• 3. 對人間의 葛藤 頻度 = 22
• 4. 階層間의 葛藤 頻度 = 23
• 5. 葛藤狀況에 對한 學校長의 態度 = 24
• 6. 葛藤狀況에서의 調整役 = 25
• B. 執權化, 分權化 學校行政體間의 葛藤요인 比較分析 = 26
• 1. 共同資源의 分配過程에서 惹起되는 葛藤에 對한 反應 = 26
• 2. 權力·權威의 集中 및 分配過程에서 惹起되는 葛藤에 對한 反應 = 27
• 3. 相互依存 關係에서 惹起되는 葛藤에 對한 反應 = 28
• 4. 價値觀·信念·知覺의 差異에서 惹起되는 葛藤에 對한 反應 = 29
• 5. 目標의 差異에서 惹起되는 葛藤에 對한 反應 = 30
• V. 要約 및 結論 = 32
• A. 要約 = 32
• B. 結論 = 33
• C. 提言 = 33
• 參考文獻 = 35
• ABSTRACT = 37
• 附錄 = 39