초등학교의 조직풍토가 교사의 역할갈등에 미치는 영향

다국어 초록 (Multilingual Abstract)

Ⅰ. Purpose
The purpose of this study is to analyze the impact of organization climate on teacher's role conflict in elementary school. The main variables in this study are school organization climate and role conflict.
In order to accomplish this purpose, the problems of study are formulated as follows:
1. How's the tendency of school organization climate ?
1) How's the general tendency of school organization climate perceived by teacher?
2) According to the background feature of teacher(sex, teacher's position, educational career, scale of school in class numbers) how dose school organization climate differ?
2. How's the tendency of teacher's role conflict perceived by teacher?
1) How's the general tendency of role conflict perceived by teacher?
2) According to the background feature of teacher( sex,teacher's position, educational career, scale of school in class numbers) how dose teacher's role conflict differ?
3. Is there any relationship between the school organization climate and teacher's role conflict?
1) How's the relationship among subfactors of school organization climate?
2) How's the relationship among subfactors of teacher's role conflict?
3) How's the relationship between school organization climate and teacher's role conflict?
4) How's the impact which school organization affect teacher's role conflict?
Ⅱ Method
The method used in this research included a study of relevant literature & statistical analysis of data from survey questionnaires. Sample, questionnaire instrument & analysiscal method were as follows.
A. Sample
In order to accomplish above the problems of study, 450 elementary school teachers in Taegu were randomly selected as subjects of this survey. Leaving out those questionnaires showing an unreliable response and filled out incompletely, it analyzed the materials offered by 395 teachers in accordance with the statistical analysis system.
B. Instrument
The instruments such as "School organization climate scale" developed by Prof. No, "Teacher's role conflict scale" by Prof. Han were used in this study. However, some items of these scales were modified by the researcher.
C. The method of Analysis
The data collected from the teachers was statistically analyzed with SPSS PC to accomplish the problems of study. The kinds of statistical application were T-test, one-way ANOVA, person's correlation analysis and stepwise regression.
T-test and one-way ANOVA were taken for investigating the average differences among group of the elementary school organization climate and teacher's role conflict Scheffe procedure, which is analysis of result, were processed, too.
Person's correlation analysis was taken for providing correlation between the elementary school organization climate and teacher's role conflict. Stepwise regression was taken for investigating the practical influence.
Ⅲ. Result
The findings resulting from statistical analysis could be summarized as follows:
1. A tendency of elementary school organization climate perceived by teacher :
1) The general tendency of elementary school organization climate perceived by teacher were found out a positive view that was above the average level. Approximately, teacher showed more positive opinion about teacher's behavior than principal 's behavior. By subfactor, teacher's behavior were appeared positive responding onlooker behavior, devotional behavior, intimate behavior in sequence : principal's behavior by target-oriented behavior, person-oriented behavior, bureaucracy-oriented behavior.
2) According to sex of teacher, Significant difference were found out just by intimate behavior and devotional behavior: teacher's position by principal's person-oriented behavior : educational career by every factor except for bureaucracy-oriented behavior. while, According to scale of school in class numbers, Significant difference were found out in total. In addition to teacher's onlooker behavior and by principal's person-oriented, bureaucracy-oriented behavior by subfactor.
2. A tendency of teacher's role conflict perceived by teacher :
1) The general tendency of teacher's role conflict perceived by teacher were found out somewhat negative view that was below the average level. By subfactor, They were under the absolute influence of job division among five role conflict, classroom management, regional community, learning guidance, living guidance in sequence. 2) According to sex, teacher's position, educational career, Significant difference weren't found out in all subfactors of teacher's role conflict. But, in case of the scale of school in class numbers, statistically Significant difference were found out in regional community among subfactors.
3. The relationship between school organization climate and teacher's role conflict :
1) As a result of analyzing the interrelationship of school organizational climate subfactors, the bureaucracy-oriented behavior was positively correlated to every factor, except for intimate behavior, devotional behavior and target-oriented behavior.
2) There was a strong positive correlational Interrelationship among all the subfactors of teacher's role conflict.
3) The school organizational climate had somewhat negative correlation with teacher's role conflict In other words, a more positive organizational climate led to a lesser teacher's role conflict.
4) After school organizational climate subfactors were set as independent variables and the teacher's role conflict sub factors were chosen as dependent variables, the practical influence of school organizational climate on teacher role conflict was examined. As a result, the total teacher's role conflict was affected practically just by onlooker behavior and target-oriented behavior. By subfactor, learning guidance was actually influenced by onlooker behavior: living guidance by onlooker behavior and target-oriented behavior; classroom management by onlooker behavior, devotional behavior and friendly behavior; job division by person-oriented behavior; and regional community by onlooker behavior.
Ⅳ. Conclusion
From this analysis the following conclusions were drawn:
First, the collective self-perceived school organization climate average of the teachers was above the average, which could be interpreted as somewhat positive responding. Approximately, teacher showed more positive opinion about teacher's behavior than principal's behavior. The teachers lacked friendly behavior a lot, and the principals had a strong tendency to be target-oriented and bureaucratic, rather than person-oriented. To build more desirable school organizational climate, teachers should pay more attention to socializing, and principals need to unveil more personal aspects, boldly decreasing bureaucratic practices like direction, order or control.
Second, the collective self-perceived role conflict average of the teachers was below the average, which could be interpreted as somewhat negative responding. Specifically, they were under the absolute Influence of job division, among five role conflict subfactors. Therefore, it's necessary to assign appropriate duties to teachers in consideration of their ability and aptitude to ease role conflict, and the optimum workload should be imposed not to disturb their education activities.
Third, When the relationship of the subfactors between the two was analyzed, there appeared a strong correlational relationship. This Implied that they were mutually associated, affecting one another. As school organizational climate was negatively correlated to teacher role conflict, it could be said that the teachers perceived lesser role conflict when organizational climate was more positive. As a result of testing the relationship between the subfactors to identify their mutual practical influence, the total role conflict was actually affected by onlooker behavior and target-oriented factor, and onlooker behavior gave an impact on almost all subfactors. To make school organizational climate contribute to reducing teacher role conflict, the efforts to eliminate the factors related to teacher onlooker behavior should be taken to increase mutual confidence and affection among teachers.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 및 연구문제 = 4
• C. 용어의 정의 = 5
• D. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• A. 학교조직의 특성 = 7
• B. 학교조직풍토 = 13
• C. 역할갈등 = 25
• D. 선행 연구의 고찰 = 49
• Ⅲ. 연구의 방법 = 52
• A. 연구대상 = 52
• B. 측정 도구 = 54
• C. 자료 처리 방법 = 56
• Ⅳ. 결과 및 논의 = 58
• A. 학교조직풍토 = 58
• B. 교사의 역할갈등 = 66
• C. 학교조직풍토와 교사의 역할갈등과의 관계 = 70
• Ⅴ. 요약ㆍ결론 및 제언 = 74
• A. 요약 = 74
• B. 결론 = 78
• C. 제언 = 80
• 참고문헌 = 81
• 영문초록 = 86
• 부록 = 92