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교사의 갈등과 중학교 조직의 개방성에 관한 연구

Title
교사의 갈등과 중학교 조직의 개방성에 관한 연구
Other Titles
(A) Study of the Relationsships between the teachers' conflicts and Openness of School Organization in Middle School
Authors
최석희
Issue Date
1993
Department/Major
교육대학원 교육학전공교육행정분야
Keywords
교사갈등중학교 조직개방성
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
강영삼
Abstract
오늘날의 우리사회에서 개방화의 조류를 타고 다양한 구성원들의 욕구가 분출되고 있는 것과 때를 같이하여 학교조직에서도 그 구성원의 욕구가 다양하게 표출되고 이로 인해 이전에 볼 수 없었던 양상의 갈등관계가 구성원들간에 나타나고 있다. 특히 교장과 교사, 교사와 교사간의 갈등은 학교 조직의 개방화에 중요한 과제로 사료된다. 본 연구는 중학교 조직내에서 교장의 행동 특성과 교사의 행동 특성이 교사의 갈등과 어떠한 관계가 있는가를 밝히는데 목적이 있다. 이상의 연구문제를 해결하기 위하여, 중등학교의 조직의 개방성을 측정한 OCDQ-RS의 문항들 중에서 우리의 문화나 학교 환경에 적절하다고 판단되는 교장의 행동 특성에 관한 12문항과 교사의 행동 특성에 관한 12문항을 골라 사용하였고, 갈등에 관한 문항은 50여명의 교사들을 대상으로 한 자유반응식 질문지의 결과를 처리하여 정리한 것이다. 반응한 내용 중 가장 빈도가 높게 나타난 내용을 중심으로 교장과 교사의 갈등 요소 중 사무적인 관계에 관한 것 4문항, 인간 관계에 관한 것 4문항을 택하였으며, 또 교사 상호간의 갈등 요소 중 역시 사무적인 관계에 관한 것 4문항과 인간 관계에 관한 것 4문항을 골라서 질문지에 모두 40문항을 포함시켰다. 연구 대상은 서울시내 공·사립 중학교 20개교에 근무하고 있는 교사 500명을 대상으로 임의 표집하여 질문지를 배부하여 20개교에서 457부가 회수되어 회수율은 91.4%였다. 수집된 자료는 SPSS/PC+를 이용하여 전체변인 간의 단순상관계수(Pearon Product Correlations), 유형별 중다회귀분석, t검증과 F검증을 통한 변인간의 차이를 1%와 5% 수준에서 통계적으로 유의성을 살폈다. 이상의 조사 연구에 의한 분석 결과를 기초로 하여 다음과 같은 결론을 얻었다. 첫째, 교사의 갈등이 적을수록 중학교 조직은 개방성을 유지하는데 이에는 교사 간의 갈등보다 교장과의 갈등이 더 크게 영향을 미친다. 둘째, 교장과의 갈등이 크면 클수록 교장의 행동은 지시적이 되며, 교장과의 갈등이 적을수록 교장의 행동은 지지적이 된다. 셋째, 교장과의 갈등이나 교사들간의 갈등이 모두 크면 클수록 교사의 행동은 좌절적이 되며, 반대로 교사의 갈등이 교장이나 교사간에 적으면 적을수록 교사의 행동은 참여적이 된다. 넷째, 교장과의 갈등은 교사간의 갈등보다 교장의 행동특성에 더 크게 영향을 미친다. 다섯째, 중학교에서 남교사보다 여교사가 더 많은 갈등을 경험하고 있어, 더 힘든 학교 생활을 하고 있다. 여섯째, 중학교에서 교사들은 경력이 높을수록 갈등을 적게 느끼나 경력이 5년에서 15년 사이의 약 10년 간은 비교적 좌절감을 많이 느낀다.;The purpose of this study was to investigate the correlations between the openness of school organization and teachers' conflict in middle school. The research problems for the purpose were as follows: 1. What are there correlations between the principal's behavior characteristics and the degree of conflict in the principal and teacher. 1-1. Are there correlation between the principal's supportive leadership behavior and the 'degree of conflict in the principal? 1-2. Are there correlations between the principal's directive leadership behavior and the degree of conflict in the principal? 1-3. Are there correlations between the principal's directive leadership behavior and the degree of conflict in the teachers? 1-4. Are there correlations between the principal's directive leadership behavior and the degree of conflict in teachers? 2. What are there correlations between the teacher's behavior caracteristics and the degree of conflict in the principal and collegues? 2-1. Are there correlations between the teacher's engaged behavior and the degree of conflict in the principal? 2-2. Are there correlations between the teacher's frustrated behavior and the degree of conflict in the principal? 2-3. Are there correlationas between the teacher's engaged behavior and the degree of conflict in teachers? 2-4. Are there correlations between the teacher's frustrated behavior and the degree of conflict in teachers? 3. What are there correlations between the openness of school organization and the degree of teachers' conflict? 3-1. Are there correlations between the openness of school organization and the degree of conflict in the principal? 3-2. Are there correlations between the openness of school organization and the degree of conflict in teachers? 4. What are there correlation between the variation of conflict and degree of openness of school organization in the principal and teacher? 4-1. Are there correlation between the variation of teacher's conflict and the degree of openness of school organization? 4-2. Are there correlation between the variation of teacher's Conflict and the degree of principal, teacher behavior caracteristics? 5. What are there between the openness of school organiazation and the degree of a man/woman school teacher, teacher's career? 5-1. Are there correlation between the openness of school organization and the degree of man/woman school teacher? 5-2. Are there correlation between openness of school and the degree of teacher's career? 6. What are there between the teacher's conflict and the degree of a man/woman school teacher, teacher's career? 6-1. Are there correlation between the teacher's conflict and degree of a man/woman school teacher? 6-2. Are there correlation between teacher's conflict and the degree of teacher's career? In order to solve above research problems, the sample were slected by 20 middle schools, the instruments used in this research was OCDQ-RS and the Conflict Questionnaire seems to be useful device for general charting of organizational climate and teachers' conflict in middle schools recently. The statistical methods applied in this research were SPSS/PC+. The results of this study were as fallows; 1. The principal's supportive leadership behavior was significantly related to solve in the teachers' conflicts. 2. The teacher's engaged behavior was significantly correlated withy faculty trust in the principal and teachers. 3. The openness of school organization was significantly correlated withy faculty trust teachers. 4. Women school teacher was significantly correlated higher than men school teacher about the degree of the openness of school organization The more have teachers' career, the more have understanding of principal's supportive behavior and teacher's engaged behavior. The teachers of 5-9years have frustrations a lot. 5. Women school teacher was singnificantly correlated higher than men school teacher in confilct to principal. The teachers of below 5 years have the highest conflict, the teachers of conflict. Over than 20 years have the lowest. In conclussion, The main finding of this research was that the openness of school organization was significantly correlated with conflicts in the principal and teachers. The principal remains the single most important individual in the development of the organizational climate, but not in the development of conflicts in teachers. The teachers are a more important factor in relationships whith one another, probably because they interact among themselves more often than with the principal.
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