교사의 변화에 대한 저항 측정모델 타당도 검증 = Validation of a Model to Measure Teacher's Resistance to Change

다국어 초록 (Multilingual Abstract)

If teachers do not make sense or agree with why school change or resists implementation, change implementation will not succeed. Therefore, the extent to which they resist to school change or innovation is critical in the implementation of a successful school change (Reimer & McGinn, 1997). However, there has been a paucity of empirical study of measuring teachers' resistance to change in regard to leading a successful school change. In this vein, the current study focused on identifying the validity of a model to measure teachers' resistance to change. The participants were 1152 full-time vocational and academic teachers in 37 vocational high schools in South Korea. The instrument developed by Oreg(2003) was used in this study. To test its validity in CFAs, a hypothesized hierarchial factor model was established based on results of the exploratory factor analysis. The hypothesized model was tested using both confirmatory factor analysis (CFA) and multi-group CFA. Especially, the results of the multi-group CFA revealed that statistically significant difference in factor structure, factor loadings, error variance, and factor variances were not detected across two different teacher groups (Vocational and academic). Strong evidence was provided for the construct validity of the measurement model to measure the extent of resistance to change in Korean vocational high schools. The results also supported the notion that the model to measure resistance to change in organizations, initially developed against the background of American culture, can apply to a Korean school context, reflecting Asian culture.

국문 초록 (Abstract)

학교변화나 혁신에 있어 그 핵심 구성원인 교사의 저항정도가 변화를 성공적으로 집행하는데 있어 중요한 요인이 된다. 한편, 교사 개인의 변화에 대한 인식 정도, 구체적으로 어느 정도 저항적 태도를 보이는 가를 개념적으로 분석하기 위한 측정도구 개발이나 그 측정모델 검증 연구는 거의 이루어 지지 못해 왔다. 이러한 맥락에서 본 연구는 전국의 37개 전문계 고등학교에 근무하는 1,152명의 정규교사를 대상으로 변화에 대한 저항 측정 모델의 타당도를 검증하였다. 우선 미국에서 기 개발된 저항측정 질문지를 활용하여 탐색적 요인분석을 통한 변화에 대한 저항측정의 위계적 요인모델을 수립하였다. 타당도 검증 결과에 따르면, 첫째, 우리나라 전문계고교 교사들은 가설로 설정한 저항측정의 위계적 요인모델에서와 동일하게 4가지 요인, 즉 1)일상생활 반응, 2)정서적 반응, 3)단기적 사고, 그리고 4)인지적 일관성에 16개 저항측정 항목들을 각각 뚜렷이 구분․반응하고 있음을 확인적 요인분석기법을 통해서 밝혔다. 둘째, 두 그룹 확인적요인 분석 결과는 교사교육 내용, 교직경험 등 여러 면에서 성향과 특성이 다른 전문 교과와 일반교과 교사 집단들 간에 변화에 대한 저항 측정모델 요인의 동일성이 존재함을 증명하였다. 본 연구 결과는 미국에서 개발된 변화에 대한 저항 측정모델이 우리나라 전문계고교를 배경으로 해서도 강한 구성 타당도가 입증되는 증거들을 제공하였으며, 우리나라 전문계 고등학교 교사들을 대상으로 활용될 수 있음을 보여 주었다.

참고문헌 (Reference)

1 박삼철, "학교조직 변화과정 모델 탐색 : 학교조직문화와 기술구조적 접근의 수용적 통합" 한국교육행정학회 23 (23): 49-70, 2005

2 김승수, "학교의 조직변화요인 분석" 2 (2): 1-36, 1997

3 양성관, "학교변화 수용에 대한 교사의 인식 연구" 한국교육정치학회 17 (17): 65-88, 2010

4 이명주, "교사가 지각한 교장의 변화촉진행동․교사의 변화관심․학교의 효과성간의 관계" 14 (14): 82-110, 1996

5 Zimmerman,J, "Why some teachers resist change and what principals can do about it" 90 (90): 238-249, 2006

6 Cheung, G. W, "What constitutes significant differences in evaluating measurement invariance" 1999

7 George, J. M, "Towards a process model of individual change in organizations" 54 (54): 419-444, 2001

8 Brower, R. S, "The structural embeddedness of resistance among public managers" 20 (20): 149-166, 1995

9 Noar,S.M, "The role of structural equation modeling in scale development" 10 (10): 622-647, 2003

10 Thomas,H, "The relationship between attitudes toward change and adoption of innovations" 2003

11 Ashforth, B. E, "The power of resistance: Sustaining valued identities, in Power and influence in organizations" Sage Publications 89-119, 1988

12 Fullan,M, "The new meaning of educational change(3rd ed.)" Teachers College Press 2001

13 Evans,R, "The human side of school change: Reform, resistance, and the real-life problems of innovation" Jossey-Bass 1996

14 Dunham, R. B, "The development of an attitude toward change instrument. Discussion Paper 124" University of Minnesota, Strategic Management \ Research Center 1989

15 Bartlem, C. S, "The Coch and French study: A critique and reinterpretation" 34 (34): 555-566, 1981

16 Ellsworth,J.B, "Surviving change: A survey of educational change models" ERIC Clearinghouse on Information and Technology 2000

17 Piderit,S.K, "Rethinking resistance and recognizing ambivalence: A multidimensional view of attitudes toward an organizational change" 25 (25): 783-794, 2000

18 Corbett, D, "Resistance to planned change and the sacred in school culture" 23 : 36-59, 1987

19 Oreg,S, "Resistance to change: Developing an individual differences measure" 88 (88): 680-693, 2003

20 Kline,R.B, "Principles and practice of structural equation modeling" Guilford 1998

21 Wanberg, C. R, "Predictors and outcomes of openness to changes in a reorganizing workplace" 85 (85): 132-142, 2000

22 Oreg,S, "Personality, context, and resistance to organizational change" 15 (15): 73-101, 2006

23 Vince, R, "Paradox, defense and attachment: Accessing and working with emotions and relations underlying organizational change" 17 (17): 1-21, 1996

24 Duttweiler, P, "Organizing the educational system for excellence: Harnessing the energy of people" Southwest Educational Development Lab 1990

25 Cummings, T. G, "Organizational development & change(7th ed.)" South-Western College Publishing 2001

26 Hall, G. E, "Measuring stages of concernabout the innovation: A manual for use of the SoC questionnaire" The University of Texas at Austin, Research and Development Center for Teacher Education 1977

27 Judge, T. A, "Managerial coping with organizational change: A dispositional perspective" 84 (84): 107-122, 1999

28 Jöreskog, K. G, "LISREL 8: User’s reference guide" Scientific Software 1996

29 De Dreu, C. K. W, "Introduction: Using conflict in organizations, in Using conflict in organizations" SAGE 1-7, 1997

30 Crocker, L, "Introduction to classical and modern test theory" Wadsworth 1986

31 Gable, R. K, "Instrument development in the affective domain:Measuring attitudes and values in corporate and school settings(2nd ed.)" Kluwer Academic 1993

32 Reimer, F, "Informed dialogue: Using research to shape education policy around the world" Praeger Publishers 1997

33 Hall, G. E, "Implementing change: Patterns, principles and potholes" Allyn and Bacon 2001

34 Streiner,D.L, "Health measurement scales:A practical guide to their development and use(3rd ed)" Oxford University Press 2003

35 Hu, L, "Fit indices in covariance structure analysis: Sensitivity to underparameterized model misspecification" 3 : 424-453, 1998

36 Hu, L, "Evaluating model fit, in Structural equation modeling: Concepts, issues, and application" Sage 76-99, 1995

37 Robbins,S, "Essentials of organizational behavior(6th ed.)" Prentice Hall 2000

38 Rogers,E.M, "Diffusion of innovations(4th ed.)" Free Press 1995

39 Wanous, J. P, "Cynicism about organizational change: Measurement, antecedents, and correlates" 25 (25): 132-153, 2000

40 Hu, L, "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives" 6 (6): 1-55, 1999

41 Carr,G.H, "Characteristics of Florida vocational educators and their receptivity to and attitude toward educational change and innovation" 1985

42 Dent, E. B, "Challenging resistance to change" 35 (35): 25-41, 1999

43 Greenberg, J, "Behavior in organizations(7th ed.)" Prentice Hall 2000

44 Greenan, J. P, "Attitudes and motivations of vocational teachers regarding program improvement" 35 (35): 6-23, 1998

45 Cheung, G. W, "Assessing extreme and acquiescence response sets in cross-cultural research using structural equations modeling" 31 : 187-212, 2000

46 Miller, V. D, "Antecedents to willingness to participate in a planned organizational change" 22 : 59-80, 1994

47 Vandenberg, R. J, "A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research" 1 : 4-70, 2000