학교단위 교사학습공동체 형성 및 활성화를 위한 학교문화 측정요소 탐색 = Examining Elements of School Culture Measurement for Forming and Invigorating School-based Professional Learning Communities

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine elements of school culture measurement which addresses school culture in terms of forming and invigorating School-based Professional Learning Communities(PLCs). At first, it explores theories of PLCs and school culture and draws elements of school culture measurement regarding professional learning communities and school culture. Second, it also validates theoretically drawn elements of school culture measurement based on statistical analysis and draws the final elements of school culture measurement. The basic elements to measure school culture was set in the theoretical discussion regarding school culture and professional learning communities. The preliminary items of measuring school culture were developed, based on the previous studies. Items of the pilot test was fixed through examining by school teachers and discussing by professional researchers. The final 25 items were extracted by conducting exploratory factor analysis(EFA) using principal axis factor analysis and promax rotation method. These were organized into the first-order confirmatory factor included four factors such as student learning experience, teachers` orientation toward professional development, student satisfaction level, and leadership and school management. The second-order confirmatory factor analysis was conducted to examine the validity of a measurement tool by identifying higher-factor(school culture) of four factors. As this result, this school culture measurement tool consisted of 4 factors(student learning experience, teachers` orientation toward professional development, student satisfaction level, and leadership and school management) and 25 items.

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