교사의 변화에 대한 저항 측정모델 타당도 검증 = Validation of a Model to Measure Teacher's Resistance to Change

다국어 초록 (Multilingual Abstract)

If teachers do not make sense or agree with why school change or resists implementation, change implementation will not succeed. Therefore, the extent to which they resist to school change or innovation is critical in the implementation of a successful school change (Reimer & McGinn, 1997). However, there has been a paucity of empirical study of measuring teachers' resistance to change in regard to leading a successful school change. In this vein, the current study focused on identifying the validity of a model to measure teachers' resistance to change. The participants were 1152 full-time vocational and academic teachers in 37 vocational high schools in South Korea. The instrument developed by Oreg(2003) was used in this study. To test its validity in CFAs, a hypothesized hierarchial factor model was established based on results of the exploratory factor analysis. The hypothesized model was tested using both confirmatory factor analysis (CFA) and multi-group CFA. Especially, the results of the multi-group CFA revealed that statistically significant difference in factor structure, factor loadings, error variance, and factor variances were not detected across two different teacher groups (Vocational and academic). Strong evidence was provided for the construct validity of the measurement model to measure the extent of resistance to change in Korean vocational high schools. The results also supported the notion that the model to measure resistance to change in organizations, initially developed against the background of American culture, can apply to a Korean school context, reflecting Asian culture.

국문 초록 (Abstract)

학교변화나 혁신에 있어 그 핵심 구성원인 교사의 저항정도가 변화를 성공적으로 집행하는데 있어 중요한 요인이 된다. 한편, 교사 개인의 변화에 대한 인식 정도, 구체적으로 어느 정도 저항적 태도를 보이는 가를 개념적으로 분석하기 위한 측정도구 개발이나 그 측정모델 검증 연구는 거의 이루어 지지 못해 왔다. 이러한 맥락에서 본 연구는 전국의 37개 전문계 고등학교에 근무하는 1,152명의 정규교사를 대상으로 변화에 대한 저항 측정 모델의 타당도를 검증하였다. 우선 미국에서 기 개발된 저항측정 질문지를 활용하여 탐색적 요인분석을 통한 변화에 대한 저항측정의 위계적 요인모델을 수립하였다. 타당도 검증 결과에 따르면, 첫째, 우리나라 전문계고교 교사들은 가설로 설정한 저항측정의 위계적 요인모델에서와 동일하게 4가지 요인, 즉 1)일상생활 반응, 2)정서적 반응, 3)단기적 사고, 그리고 4)인지적 일관성에 16개 저항측정 항목들을 각각 뚜렷이 구분․반응하고 있음을 확인적 요인분석기법을 통해서 밝혔다. 둘째, 두 그룹 확인적요인 분석 결과는 교사교육 내용, 교직경험 등 여러 면에서 성향과 특성이 다른 전문 교과와 일반교과 교사 집단들 간에 변화에 대한 저항 측정모델 요인의 동일성이 존재함을 증명하였다. 본 연구 결과는 미국에서 개발된 변화에 대한 저항 측정모델이 우리나라 전문계고교를 배경으로 해서도 강한 구성 타당도가 입증되는 증거들을 제공하였으며, 우리나라 전문계 고등학교 교사들을 대상으로 활용될 수 있음을 보여 주었다.

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