초ㆍ중등교사의 교직헌신의 개념화 및 측정도구 개발

국문 초록 (Abstract)

본 연구는 조직헌신과 교직헌신 간의 개념적 차이를 규명하고, 교직헌신을 구성하는 기본요인을 추출하여 교직헌신을 측정하기 위한 질문지를 개발하는데 그목적을 두었다. 교직헌신은 교사들이 교과목과 학생, 그리고 교직 자체에 대해서나타내는 심리적 애착의 상대적 강도로 규정하였다. 교사의 교직헌신의 가설적기본요인을 동일시, 관여, 충성심으로 설정하였다. 본 연구에서는 서울·경기지역의 초·중등학교 교사 435명의 질문지를 최종 분석하였으며, 자료분석을 위한 통계기법으로 요인분석이 사용되었다. 15개 문항으로 구성된 교직헌신질문지가 개발되었으며, 교직헌신의 기본요인으로 전문의식, 교육애, 열정이 추출되었다. 전문의식은 교사들이 긍지와 자부심을 가지고 만족스럽게 교직생활을 영위하는 자세로 정의되었다. 교육애는 교사들이 교육에 기본에 되는 가치, 규범, 역할 등을수용하는 자세로 쥬정되었다. 열장은 교사들이 정규시간에 관계없이 학생교육에자발적으로 참여하는 자세로 정의되었다. alpha 계수가 .77로 질문지의 전반적인신뢰도는 대체로 수용적이었다.

다국어 초록 (Multilingual Abstract)

This study was designed to conceptualize and measure commitment to teaching of elementary and secondary teachers. The objectives to be achieved in this study were as follows:<br/>
1) The concept of commitment to teaching compared with organizational commitment which has been wdely used was defined. <br/>
2) The components of commitment to teaching were extracted and conceptualized. <br/>
3) The Commitment to Teaching Questionnaire(CTQ) was developed to<br/>
measure commitment to teaching of teachers.<br/>
In this study commitment to teaching of teachers was defined as the relative strength of attachment to subjects that they teach and students as persons. The concept of commitment to teaching is different from that of organizational commitment in terms of entailing contextual reference such as subjects and students.<br/>
Hypothetical dimensions of commitment to teaching found in the previous studies were as follows: identification, involvement, and loyalty. Each dimension was composed of eight items which use a 5-point Likert-type scale. The preliminary questionnaire consisted of 24 items and was administered to 435 elementary and secondary teachers. A factor analysis was made of inter-correlation of dimension scores. The principal component factor analysis revealed 3 factors with eigenvalue of 1.0 or higher. These accounted for 58.1 percent of the total variance. Consequently, varimax rotations were performed with 2, 3, or 4 factors. A tree-factor solution appeared to be the most plausible for the present data and was finally accepted. Five items each three factors survived respectively. They were arranged to form the Commitment to Teaching Questionnaire(CTQ). Three factors were named a sense of professionalism, affection for teaching, and ardor. As estimates of reliability, the alpha coefficients for this sample were 0.77 for three factors.

목차 (Table of Contents)

• 요약
  
• I.서론
  
• II.이론적 고찰
  
• III.연구의 방법
  
• IV.연구의 결과
  
• V.결론 및 제언
  
• 참고문헌
  
• ABSTRACT