학교조직문화와 조직효과성과의 관계 연구

다국어 초록 (Multilingual Abstract)

A. The Purpose of Study
The study was carried out to make clear the Relationships between the organizational culture of schools and the organization Effectiveness.
The main objects of this study are as follows ;
(1) To investigate the teacher's general attitude toward the organizational culture of schools and the deciding factors of them according to the school background variables.
(2) To analyze the differences comming up according to the teacher's attitude toward the organizational Effectiveness of schools and the background variables of schools and teachers.
(3) To study the Relationship between the deciding factors of organizational culture of schools comming up in accordance with subordinate factors of the organizational Effectiveness.
(4) The study the relationship between the organizational culture of schools and the organizational Effectiveness
B. The methods of study
This study was done with the employment of the bibliographical reviews for theoretical observations and the questionary surveys for illustrative studies. The samples for the questionary studies were selected on a random basis from 444 teachers working in 34 schools ranging from elementary to senior high within Kyungkee province. The instruments used for this study were SCI (School Culture Inventory) and OEI (Organizational Effectiveness Inventory). For the management of data derived from the questioned samples, such sastatistical methods as Mean, Standard Deriation, T-Test, F-Test, Correlation Analysis on the basis of SPSS^X program established at the Laboratory Computer System of Chungnam National University.
C. The result of study
The result of this study were summarized as follows;
(1) The elements acknowledged by teachers to make up the organizational culture of schools within Kyungkee province are classified into three parts which are the basic ones (M=2.77), the expressive ones (M=2.69) and the intermediary ones (M=2.61), and significant gaps are tongible among these three parts.
The actual patterns that show up as results of the possible changes in the school backgrounds when representing the elements of the organization culture in schools demonstrate a considerable gap between the basic elements and the intermediary elements, with the expressive elements excluded.
Considering this fact deserves to apply to elementary school, junior high schools and senior high schools at the same time, the above-mentioned gaps are accepted positively, when viewed in terms of school grade. Grade Area Ra (M=2.9) stays superior to Grade Area Ga (M=2.6).
Grade Area Ra also takes the upper part in less than 12 classes (M=2.9) when observed in light of school size as is manifested in the form of one percent or so difference.
(2) The general figures of the organizational effectiveness in schools stay well above the overall average (M=3.23). Meanwhile, when it comes to the recognition of these figures by teachers, significant gaps are sensed as for the job performance (3.38) firstly, the organization adaptability (3.28) secondly, and the job contentment lastly (3.09)
The gaps in the organizational Effectiveness which are forced by the background factors of schools and teachers were significant when watched from the viewpoint of the teaching career, schooling background and school size.
On the whole, however, they are as good as something trivial although found to be important when distinguished according to such subordinate factors as sex, school location and organizational Effectiveness.
(3) The analysis conducted with a view to knowing how much organizational Effectiveness is to be expected from those elements that characterize the organizational culture of schools is supposed to be an independent, if subordinate factor. The basic elements (value), expressive elements (Network), all of which, are qualified as the basic elements of the organizational effectiveness are functional enough, up to a 5% degree. Nevertheless, the expressive elements in themselves are hard to account for specifically.
The relative importance of the elements comprizing the organizational culture of schools consists in the what extent they are responsible for such factors as the intermediary elements first, the basic elements second, and the expressive elements last.
(4) Acomparatively meaningful correlation is found between the organizational culture and the organizational Effectiveness of schools.
A significant 5% correlation is found between the job contentment and the job performance both of which show a highly stable relevancy as to the organization adaptability.
Both the expressive elements and the organization Effectiveness enjoy a meaningfully stable correlation of above 5% between themselves the intermediary elements (C. Network) have a 5% effect on the job parformance while the job contentment and the organization did 0.68%.
In the word, a comparatively high and meaningful correlation is aptly found to exist between the two subordinate factors such as the organizational culture the organizational Effectiveness of schools.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• A. 硏究의 趣旨 = 1
• B. 硏究의 目的 = 4
• C. 硏究의 方法 = 4
• 1. 標集 = 4
• 2. 測定道具 = 7
• 3. 資料處理 = 10
• D. 硏究의 制限點 = 11
• E. 用語의 定義 = 11
• II. 理論的 背景 = 13
• A. 組織文化 = 13
• 1. 組織文化의 槪念 = 13
• 2. 組織文化의 類型 = 20
• 3. 組織文化의 形成 및 基本要素 = 25
• 4. 組織文化의 特性과 學校文化水準 = 31
• B. 組織效果性 = 34
• 1. 組織效果性의 槪念 = 34
• 2. 組織效果性의 模型 = 36
• 3. 組織效果性의 變因 = 38
• C. 學校組織文化와 組織效果性과의 關係 = 41
• III. 結果 및 分析 = 45
• A. 學校組織文化의 一般的 傾向과 學校背景에 따른 構成要素의 分析 = 45
• 1. 學校組織文化의 一般的 傾向 = 45
• 2. 學校背景에 따른 學校組織文化 實態 = 46
• B. 學校의 組織效果性에 대한 一般的 傾向과 學校 및 敎師 背景變因에 따른 差異分析 = 48
• 1. 學校의 組織效果性에 대한 一般的 傾向 = 48
• 2. 學校 및 敎師 背景變因에 따른 組織效果性의 差異 分析 = 49
• C. 學校組織文化 構成要素에 따른 組織效果性의 分析 = 57
• 1. 組織效果性에 대한 學校組織文化 構成要因의 下位 獨立 變因 回歸分析 = 57
• 2. 組織效果의 下位要素에 대한 學校組織門化 構成要素의 相對的 重要度 = 58
• D. 學校組織文化와 組織效果性과의 關係 = 61
• 1. 學校組織文化와 組織效果性과의 因果關係 = 61
• 2. 學校組織文化 下位變因과 組織效果性 下位變因間의 相關關係 = 62
• IV. 要約, 結論 및 提言 = 66
• A. 要約 = 66
• B. 結論 = 70
• C. 提言 = 72
• * 參考文獻 = 73
• * 英文抄錄 = 77
• * 附錄 = 82