중등교사의 직무만족도에 관한 메타분석 = A meta analysis on job satisfaction of secondary school teachers

다국어 초록 (Multilingual Abstract)

This research’s main purpose is for political proposals about improving secondary school teachers’ job satisfaction through gathering studies about teachers’ job satisfaction and examining relationships between job satisfaction and its factors and investigating effect size of each factor on job satisfaction.
For achieving objectives, this research selected components of job satisfaction by utilizing a variety of databases and analyzing doctoral theses and domestic scientific journals about studying relationship between job satisfaction and its associate variables from January 2000 to February 2013. And this research classified that variables based on the selected components. This research includes more than two the instances of effect size and refers to finally selected 60 theses and 1,320 instances of effect size.
So, the design of this research is comprised of 9 components of job satisfaction, 3 associate variables, 4 background variables and 2 moderating variables. job satisfaction for teachers is comprised of human relationship, compensation, duties, educational values, working environment, increases of professionalism, personnel management, administrative support and recognition. Associate variables are comprised of leadership of principals(transformational leadership, transactional leadership, unity-oriented leadership, goal-oriented leadership, bureaucracy-oriented leadership), variables of teachers(decision making, self-leadership, teacher self-efficacy, and the characteristic of the teaching profession), variables of organization(gender, career, School location, and school size), and moderating variables are types of papers and the year of thesis publication.
This research applied Meta-analysis and coded selected theses with standards of the researchers, the year of publication, the number of sample, statistics, independent variables, subordinate variables, types of papers, and the suggestion method of effect size. And it compiled statistics by using CMA(Comprehensive Meta-Analysis) Version 2 of Biostat company in U. S. A. and proposed effect size between components of job satisfaction and related variables. It suggests Pearson of components and related variables of job satisfaction.
The total effect size of job satisfaction and related valuables is .246, teacher variable is .335, leadership of principals is .257, and organization variable is .165. But if the direction of correlation were different, it should be divided. And if the effect size were combined with the effect size of wrong direction, the result value would be conflicted. So the result after dividing it into positive and negative correlations is positive leadership of principals(.342), negative leadership of principals(-.161), positive organization variable(.264), and negative organization variable(-.031), and it is worthy of notice that the result is influenced by the inclusion of negative correlations on principal’s leadership.
The effect size of job satisfaction and principal leadership’s subordinate variables is positive emotional leadership(.505), unity-oriented leadership(.371), goal-oriented leadership(346), and transformational readership(.311) and these results are more than middle effect size. To put it concretely, unity-oriented leadership and goal-oriented leadership are closely related with human relationship, personnel management and administrative support. But transformational readership is related with increases of professionalism and administrative support. Especially, bureaucracy-oriented leadership is related with personnel management, human relationship, educational values, and administrative support and shows moderate negative effect size.
And the effect size of teachers’ subordinate variables is in the order of decision making(.394), characteristics of schools(.296), self-leadership(.295), and teacher self-efficacy(.217) and all of these exceeds moderate effect size. Decision making is closely related with human relationship, duties, increases of professionalism, administrative support. Characteristics of schools are related with human relationship, duties, educational values. Self-leadership is related with human relationship and duties, and teaching efficiency is related with duties. As mentioned above, variables of teaching are generally related with human relationship, duties, educational values, and increases of professionalism.
The effect size of organization valuables, divided into positive and negative variables, shows few association with job satisfaction. The positive effect size of organization valuables exceeds large effect size, in the order of characteristics of schools(.469), professional types of organization(.440), and immersion of group(.416) Continuously, characteristics of schools(.379), professional atmosphere of groups(.316), and devotional action of teachers(.255) are closely related with moderate effect size. On the other hand, the effect size of negative subordinate organization variables is in the order of bureaucracy-oriented atmosphere(.057), exclusive atmosphere(.037), expectant attitudes of teachers(-.024), types of bureaucracy(-.056), and bureaucratic attitudes of principals(-.081), shows insignificant negative effect size. Concretely, it shows close relation with positive organization variables, human relationship, duties, working environment, and increases of professionalism. Negative organization variables shows negative relation with human relationship, compensation, working environment, and administrative support. Duties, educational values and increases of professionalism show conspicuously less positive relation than other positive variables.
The effect size between job satisfaction and background variables is .088, being below small effect size, teaching career(.105), size of schools(.084), gender(.077), and location of schools(.074) on the bounce. Below are cases of showing small effect size of each background variables and compositi

목차 (Table of Contents)

• 1. 서 론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구문제 5
• 1.3 연구의 범위 7
• 2. 이론적 배경 8
• 2.1 교사의 직무만족도 8
• 2.1.1 교사의 직무만족도의 개념 8
• 2.1.2 교사의 직무만족도의 구성요소 12
• 2.2 교사의 직무만족도 관련변인의 선정 21
• 2.3 교사의 직무만족도와 관련변인과의 관계 25
• 2.3.1 교사의 직무만족도와 학교장지도성의 관계 26
• 2.3.2 교사의 직무만족도와 교사변인의 관계 36
• 2.3.3 교사의 직무만족도와 조직변인의 관계 55
• 2.4 메타분석 65
• 2.4.1 메타분석의 개념과 특징 65
• 2.4.2 메타분석 절차 68
• 2.4.3 교사의 직무만족도에 관한 국내 메타분석 연구 69
• 3. 연구방법 74
• 3.1 연구모형 74
• 3.2 연구자료의 수집 및 선정 75
• 3.3 메타분석 자료의 처리 및 분석방법 78
• 3.3.1 자료의 코딩 78
• 3.3.2 효과크기산출과 효과크기 변환의 비교 78
• 3.3.3 동질성 검정 및 출판편의와 보정 82
• 3.3.4 효과크기의 신뢰구간과 해석 88
• 3.3.5 이상치 처리 및 효과크기의 독립성 문제 89
• 4. 연구결과 및 논의 90
• 4.1 교사의 직무만족도와 관련변인 간 효과크기 90
• 4.1.1 교사의 직무만족도와 관련변인 간 전체효과크기 90
• 4.1.2 교사의 직무만족도와 각 관련변인 간 효과크기 91
• 4.1.3 교사의 직무만족도 구성요인과 관련변인 간 효과크기 92
• 4.2 교사의 직무만족도 구성요인과 각 관련변인 간 효과크기 94
• 4.2.1 교사의 직무만족도 구성요인과 학교장지도성 간 효과크기 94
• 4.2.2 교사의 직무만족도 구성요인과 교사변인 간 효과크기 101
• 4.2.3 교사의 직무만족도 구성요인과 조직변인 간의 효과크기 106
• 4.2.4 교사의 직무만족도 구성요인과 관련변인 간의 효과크기 비교 117
• 4.3 교사의 직무만족도와 배경변인 간 효과크기 121
• 4.3.1 교사의 직무만족도와 배경변인의 하위변인 간 효과크기 121
• 4.3.2 교사의 직무만족도 구성요인과 배경변인 간 효과크기 121
• 4.3.3 교사의 직무만족도 구성요인과 배경변인 하위변인 간 효과크기 122
• 4.4 중재변인에 따른 교사의 직무만족도와 관련변인 간 효과크기 126
• 4.4.1 논문유형에 따른 교사의 직무만족도와 관련변인 간 효과크기 비교 126
• 4.4.2 출판년도에 따른 교사의 직무만족도와 관련변인 간 효과크기 변화 129
• 4.5 논의 137
• 4.5.1 교사의 직무만족도와 관련변인 간 효과크기 137
• 4.5.2 교사의 직무만족도 구성요인과 각 관련변인 간 효과크기 138
• 4.5.3 교사의 직무만족도와 교사의 배경변인 간 효과크기 144
• 5. 요약, 결론 및 제언 147
• 5.1 요약 147
• 5.2 결론 및 제언 151
• 5.2.1 결론 151
• 5.2.2 제언 154
• 참고문헌 159
• 부 록 171
• ABSTRACT 177