학내의사결정에 대한 교사의 참여도와 헌신도와의 관계

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore which school area required teacher participation in decision-making process and to determine the relationship of teacher's involvement in decision-making process to his or her organizational commitment. The research questions were posed as below:
First, how much do teachers have a share in decision making?
Second, to what extent do teachers commit themselves to school?
Third, what is the relationship of teacher's participation in decision making process to his or her organizational commitment?
The subjects were 381 elementary school teachers from north Gyeong-sang province. The instrument used in this study was three types of questionnaires that respectively dealt with the priority of teacher involvement in decision making, the degree of teacher's participation in decision making, and teacher organizational commitment.
The collected data were analyzed with SPSSWIN program. To find out the influence of background variables, t-test and F-test were employed, and Scheff'e test was utilized as a posttest. And Pearson simple correlation analysis was implemented to look for connections between decision-making participation and organizational commitment.
The brief findings of this study were as follows:
First, in the area of school management, the teachers investigated found it most necessary to share decision making about curricula management, and the second most important area they should have a share was personnel administration, followed by guidance, teacher benefits, educational research and evaluation in the order named.
Second, they got a mean of 3.37 out of five points in the extent of involvement in decision-making process. Their participation marks in curricula management, educational organization management and educational object management were higher than the total participation average, and their involvement marks in educational condition management and local community management were lower than the total participation average. This showed that the teachers had a less share in the fields of personnel administration, budget and community events, which left much room for Improvement.
Third, their organizational commitment got a mean of 3.48 out of five points. Their marks in value acceptance and trust were higher than the total organizational commitment average, and their marks in the fields of intention of continuing to work as a teacher, preference for teaching profession and loyalty were lower than the total organizational commitment average. This indicated that they were less satisfied with external factors than with internal ones, and this was why their organizational commitment was not good.
Fourth, as a result of looking for connections between decision-making participation and organizational commitment, it's found that the two factors had significantly positive correlation to each other(r=.51). In other words, those who took greater part in decision making were more committed to the school organization. In a narrow sense, to what extent teachers had a share in different areas was related to their organizational commitment, and in a broad sense, it had to do with the attainment of educational object, namely school education efficiency. Accordingly, principal needs to share decision making with teachers in more fields than now.
In conclusion, the teachers'involvement in decision-making process was associated with their own organizational commitment and school education effectiveness, and principal should act as a facilitator who encourages teachers to share decision making in many fields, in order to seek their advices, acrluire more information and allow for the opinions of the majority.
Ultimately, he or she should lay the foundation for collective decision making.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 의사결정 이론 = 4
• 2. 참여적 의사결정 = 18
• 3. 헌신도 이론 = 28
• 4. 의사결정의 참여도와 헌신도와의 관계 = 33
• III. 연구 방법 = 38
• 1. 연구 대상 = 38
• 2. 연구 도구 = 39
• 3. 자료 처리 방법 = 41
• IV. 연구 결과 및 논의 = 42
• 1. 학교경영 영역의 참여도 우선 순위 분석 = 42
• 2. 교사의 의사결정 참여도 분석 = 42
• 3. 교사의 조직 헌신성 분석 = 47
• 4. 의사결정 참여도와 조직 헌신성과 관계 = 53
• 5. 논의 = 54
• V. 요약 및 결론 = 59
• 1. 요약 = 59
• 2. 결론 = 61
• 참고문헌 = 63
• Abstract = 67
• 부록 = 70