교사 집단의 성격과 자기효능감이 일과 생활의 균형과 조직유효성에 미치는 영향 = (The) effect of teacher's personality and self-efficacy on work-life balance and the validity of the organization

국문 초록 (Abstract)

본 연구에서는 교사들의 일과 생활의 균형(Work Life Balance)이 직무만족, 조직몰입, 이직의도의 정도로 측정하는 조직유효성에 미치는 영향을 검토하였다. 아울러 일과 생활의 균형과 조직유효성 관계에서 개인의 성격과 자기효능감이 조절적 역할을 하는지를 살펴보았다.
울산지역 고등학교에 근무하는 교사(60명)를 대상으로 설문조사를 통해 자료를 수집하여 분석하였다. 자료수집 기간은 2011년 5월 27일부터 10월 18일까지며 설문지는 총 100부가 배부되었고, 이중 56부가 수거되었다. 수집된 자료는 연구가설의 검증을 위해 PASW 18.0을 이용하여 신뢰도분석, 선형회귀분석, 다중회귀분석을 실시하였다.
연구의 주요결과는 첫째, 일과 생활의 균형의 하위 목록 중 근무형태가 다양할 수록 높을수록 조직유효성의 직무만족과 조직몰입이 높게 나타났으며, 이직의도는 낮게 나타났다. 둘째, 가족대상 프로그램은 조직유효성의 직무만족이나 조직몰입에 유의한 영향은 없었으나, 이직의도에는 부(-)의 영향을 미치는 것으로 나타났다. 셋째, 개인의 성격에 의해 일과 생활의 균형과 조직유효성의 관계가 조절되었다. 성격은 근무형태와 직무만족 사이, 근무형태와 조직몰입 사이에는 조절효과를 가지지만, 근무형태와 이직의도 사이에서는 조절효과를가진다고 볼 수 없었다. 또한 성격은 가족대상 프로그램과 직무만족사이에는 조절효과를 가졌지만, 가족대상 프로그램과 조직몰입 사이, 가족대상 프로그램과 이직의도 사이에는 조절효과가 없었다. 넷째, 자기효능감에 따라 일과 생활의 균형과 조직유효성의 관계가 조절되는 것으로 나타났다. 자기효능감은 근무형태와 직무만족 사이에, 근무형태와 조직몰입사이에는 조절효과가 있지만 근무형태와 이직의도 사이에는 조절효과가 나타나지 않았다. 또한 가족 대상 프로그램과 직무만족 사이, 가족대상 프로그램과 조직몰입 사이에는 조절효과를 가지지만, 가족대상 프로그램과 이직의도 사이에는 조절효과가 없었다.
t-검정을 통한 추가 결과로는 성격이 외향적인 집단에서 직무만족과 조직몰입이 더 높게 나타나고 이직의도는 성격이 내향적인 집단에서 더 낮게 나타났기 때문에 외향적인 집단이 업무에 더 충실하다는 결론이 나왔다. 다만 이직의도는 성격이 외향적인 집단에서 더 높게 나타났다. 그리고 자기효능감이 낮은 집단의 직무만족, 조직몰입이 높게 나타났고, 이직의도가 낮게 나타났기 때문에 자기효능감이 낮은 집단이 업무에 더 충실하다는 결론이 나왔다.
이와 같은 결과를 통해 외향적이면서 자기효능감이 낮은 교사가 업무에 충실한 것을 볼 수 있다. 이는 일을 혼자 하는게 아니라 여러사람들과 어울려 일하며, 자신의 능력을 스스로 높이 평가하지 않는 교사들이 업무에 충실할 수 있다고 볼 수 있을 것이다.

목차 (Table of Contents)

• 목 차
• 표목차············································································iv
• 그림목차·········································································iv
• I. 서론·············································································1
• 1.1 연구의 필요성······························································1
• 1.2 연구의 목적·································································4
• II. 이론적 배경···································································5
• 2.1 일과 생활의 균형···························································5
• 2.1.1 일과 생활·······························································6
• 2.1.2 일과 생활의 균형의 개념적 기원····································7
• 2.1.3 일과 생활의 균형의 정의·············································8
• 2.1.4 일과 생활의 균형의 영역···········································11
• 2.2 조직유효성···································································14
• 2.2.1 직무만족·······························································14
• 2.2.1.1 직무만족의 개념·················································15
• 2.2.1.2 직무만족의 영향요인············································16
• 2.2.2 조직몰입······························································17
• 2.2.2.1 조직몰입의 개념················································18
• 2.2.2.2 조직몰입의 영향요인············································19
• 2.2.3 이직의도·······························································20
• 2.2.3.1 이직의 개념과 유형·············································21
• 2.2.3.2 이직의 요인과 기능··············································23
• 2.2.4 일과생활의 균형과 조직유효성·····································25
• 2.3 자기효능감·································································26
• 2.3.1 자기효능감의 근원···················································28
• 2.3.2 교수자의 자기효능감················································29
• 2.3.3 교수자의 자기효능감과 직무만족도································37
• 2.3.4 교수자의 자기효능감과 조직몰입···································37
• 2.3.5 교수자의 자기효능감과 이직의도···································38
• 2.4 성격·········································································39
• 2.4.1 성격의 개념···························································39
• 2.4.2 성격 유형······························································40
• 2.4.3 성격과 직무만족도····················································42
• 2.4.4 성격과 조직몰입······················································43
• 2.4.5 성격과 이직의도······················································43
• 2.4.6 교수자의 자기효능감과 성격········································44
• III. 연구방법·····································································46
• 3.1 연구 모형 및 가설설정···················································46
• 3.2 조사대상자··································································47
• IV. 실증연구 분석······························································48
• 4.1 자료의 분석································································48
• 4.1.1 자료의 일반적 특성···················································48
• 4.1.2 자료의 분석 절차·····················································49
• 4.2 측정도구의 신뢰성 검증·················································49
• 4.2.1 독립변수의 신뢰성 검증·············································50
• 4.2.2 조절변수의 신뢰성 검증·············································50
• 4.2.3 종속변수의 신뢰성 검증·············································52
• 4.3 가설의 검증·······························································55
• 4.3.1 근무형태와 종속변수 사이에서 자기효능감이 가지는 조절효과··55
• 4.3.2 근무형태와 종속변수 사이에서 성격이 가지는 조절효과··········57
• 4.3.3 가족대상과 종속변수 사이에서 자기효능감이 가지는 조절효과···59
• 4.3.4 가족대상과 종속변수 사이에서 성격이 가지는 조절효과··········61
• 4.3.5 성격과 자기효능감에 대한 번외 분석································64
• V. 결론···············································································67
• 5.1 요약 및 시사점····························································67
• 5.2 한계점 및 제언····························································68
• 참고문헌·········································································70
• ABSTRACT·····································································78
• 표목차
• <표 2-1> 이직의 정의························································22
• <표 2-2> 일과 생활의 균형과 조직유효성의 이론체계···················26
• <표 2-3> 효능감이 높은 교사와 낮은 교사의 차이점····················35
• <표 2-4> MBTI에 의한 16가지 성격유형··································41
• <표 4-1> 응답자의 일반적 특성·············································48
• <표 4-2> 독립변수의 신뢰성·················································49
• <표 4-3> 조설변수의 신뢰성·················································50
• <표 4-4> 종속변수의 신뢰성·················································52
• <표 4-5> 근무형태와 직무만족 사이에서 자기효능감이 가지는 조절효과··55
• <표 4-6> 근무형태와 조직몰입 사이에서 자기효능감이 가지는 조절효과··56
• <표 4-7> 근무형태와 이직의도 사이에서 자기효능감이 가지는 조절효과··56
• <표 4-8> 근무형태와 직무만족 사이에서 성격이 가지는 조절효과·············57
• <표 4-9> 근무형태와 조직몰입 사이에서 성격이 가지는 조절효과·········58
• <표 4-10> 근무형태와 이직의도 사이에서 성격이 가지는 조절효과········58
• <표 4-11> 가족대상과 직무만족 사이에서 자기효능감이 가지는 조절효과··59
• <표 4-12> 가족대상과 조직몰입 사이에서 자기효능감이 가지는 조절효과··60
• <표 4-13> 가족대상과 이직의도 사이에서 자기효능감이 가지는 조절효과··61
• <표 4-14> 가족대상과 직무만족 사이에서 성격이 가지는 조절효과·········61
• <표 4-15> 가족대상과 조직몰입 사이에서 성격이 가지는 조절효과··········62
• <표 4-16> 가족대상과 이직의도 사이에서 성격이 가지는 조절효과··········63
• <표 4-17> 자기효능감이 낮은 집단과 높은 집단의 직무만족 평균 차 검정···64
• <표 4-18> 자기효능감이 낮은 집단과 높은 집단의 조직몰입 평균 차 검정···64
• <표 4-19> 자기효능감이 낮은 집단과 높은 집단의 이직의도 평균 차 검정···65
• <표 4-20> 내향적 성격 집단과 외향적 성격 집단의 직무만족 평균 차 검정··65
• <표 4-21> 내향적 성격 집단과 외향적 성격 집단의 조직몰입 평균 차 검정··66
• <표 4-22> 내향적 성격 집단과 외향적 성격 집단의 이직의도 평균 차 검정··66
• 그림목차
• <그림 3-1> 연구의 모형······················································46