교사의 의사결정참여도와 헌신도와의 관계에 관한 연구 = (A) Study on Relationship between Teacher's Decision-Making Participation and Their Organizational Commitment

국문 초록 (Abstract)

1. 硏究의 目的
本 硏究는 敎師의 意思決定參與度와 組織獻身度와의 關係를 밝혀 보려는 것으로 다음과 같은 硏究의 目的을 設定하였다.
가. 敎師의 意思決定參與度와 組織獻身度 사이에는 어떠한 相關關係가 있는지를 밝힌다.
나. 敎師들의 意思決定參與度와 造織에 대한 獻身度를 學校級別,設立別,性別,年齡別,敎育經歷別, 職級別로 區分하여 이들간에 어떤 차이가 있는지를 밝혀보았다.
2. 硏究의 方法
本 硏究는 調査對象은 京畿道내 8個 中.高等學校 敎師 294名을 對象으로 意思決定參與度와 組織獻身度 測定을 위한 設問調査를 實施하여 각 變因에 反應한 點數의 平均과 標準備差를 算出하여 t檢證과 F檢證을 통하여 意味의 程度를 檢討하고 解析하였다.
3. 結論
가. 敎師의 意思決定參與度가 높은 集團일수록 造織獻身度가 높게 나타났고 意思決定參與度가 낮은 集團은 낮은 水準의 造織獻身度를 나타냈다.
이것으로 미루어 볼 때 敎師들의 意思決定參與度와 組織獻身度 사이에는 높은 正的인 相關關係가 있음을 알 수 있다.
나. 學校特性에 따른 意思決定參與度와 組織獻身度 比較에서는 學校級別 意思決定參與度는 中學生,高等學校 순으로 높게 나타났으나 組織獻身度 사이에는 별다른 差異가 없으면, 學校設立別 意思決定參與度는 公立學校가 私立學校보다 높게 나타났으나, 組織獻身度에는 意味있는 차이가 나타나지 않았다.다. 敎師 個人 特性에 따른 意思決定參與度와 組織獻身度의 比較에서는 性別 意思決定參與度는 男自敎師가 女子敎師보다 높게 나타났으며, 組織獻身度도 높게 나타났다.
年齡別,敎育經歷別 意思決定參與度는 年齡과 敎育經歷이 많을수록 높게 나타났으며 그에 따라 組織獻身度도 높게 나타났다.
職級別 意思決定參與度는 主任敎師가 非住任敎師보다 높게 나타났으며 組織獻身度도 높게 나타났다.
以上의 結論을 綜合해 볼 때 意思決定에 組織構成員의 參與度가 높으면 組織에 대한 獻身度가 높아지고 따라서 組織目標를 效果的으로 達成할 수 있다.
특히 學較組地이 企業이나 다른 組織과는 달리 專門的 集團이란 特性과 人間敎育이란 組織目標의 特殊性에 비추어 볼 때 學較經營의 重要 過程인 意思決定過程에 敎師를 參與시킴으로써 學校組織에 대한 獻身度를 높여 敎育目標 達成의 效果增進을 꾀하여야 할 것이다.

다국어 초록 (Multilingual Abstract)

1. The purpose of this study.
This study intends to find out the relationship between teacher's decision-making participation and their organizational commitment, and the following objectives are established.
Fiest, finding out the correlation between teacher's decision-making paricipation and their organizational commitment.
Second, classifying into the types of school classes, foundations, sexes, ages, teaching careers. and position, making out differences between both of them.
2. The method of this study.
The investigative objects of this study are 294 teachers who work at 8 middle and high schools in Kyonggi, enforcing questionnaire-inquiry to find out the relationship between the teacher's decision-making participation and their organizational commitment, it is examined and analyzed the significant differences between each mean through T-verification, F-verification, yielding the mean of score and standard deviation to be acted on each variation.
3. Conclusion.
First, this study makes out that the higher decision making participation the groups have, the higher organizational commitment they get and the lower the former, the lower the latter. Therefore, we can find that it has very positive correlation between both of them.
Second, in comparision with both of them according to the characteristics of the schools finding out some what differences in the types of school classes and following the order of middle and high schools, but little difference among them in their organizational commitment, in the types of school foundations, the teacher's decision-making participation is higher in public schools than in private schools, but there is no significant difference among them in their organizational commitment.
Third, in comparision with both of them according to the characterristics of each teachers, in the types of sexes, the former in male teachers in higher than female teachers and the latter is so.
In the types of positions, the teacher's decision-making participation in teachers in charge in higher than teachers in no charge, and the organizational commitment is so.
From the conclusion as mentioned above, we can find that the high decision-making participation yield the high organizational commitment, and then accomplish the organizational object more effectively.
Especially concidering the fact that the school organization in the special group which is different from company or others, and that it has the special organization object that ought to human-being, we must intend to improve the effect of educational objective-achievement, raising teacher's commitment toward the school organization through making teacher's participate in the process of decision-making, important process in the school-management.

목차 (Table of Contents)

• 목차
• 第1章 序論 = 1
• 第1節 硏究의 目的 = 1
• 第2節 硏究의 方法 및 範圍 = 2
• 第2章 學校 意思決定의 形態와 過程 = 8
• 第1節 意思決定의 接近方法 = 8
• 第2節 意思決定의 類型 = 24
• 第3節 意思決定의 過程과 參與方法 = 31
• 第3章 獻身度의 類型과 意思決定 = 37
• 第1節 獻身의 槪念 = 37
• 第2節 獻身의 構成要素 = 39
• 第3節 組職獻身의 類型 = 41
• 第4節 意思決定 參與와 獻身度와의 關係 = 43
• 第4章 組織構成要素別 意思決定參與와 組織獻身度 = 46
• 第1節 敎師들의 意思決定 參與程度와 組織獻身度 = 46
• 第2節 學校級別 敎師의 意思決定參與度와 組織獻身度 = 49
• 第3節 公.私立 敎師의 意思決定參與度와 組織獻身度 = 50
• 第4節 男.女敎師의 意思決定參與度와 組織獻身度 = 51
• 第5節 年齡別 敎師의 意思決定參與度와 組織獻身度 = 52
• 第6節 敎育經歷別 意思決定參與度와 組織獻身度 = 53
• 第5章 結論 = 55
• 第1節 結論 = 55
• 國文要約 = 58
• ABSTRACT = 60
• 參考文獻 = 62
• 設問紙 = 65