초등교사의 교육적 책무성 및 반성적 사고와 학교조직효과성 인식과의 관계 = The Relationship between Educational Accountability and Reflective Thinking of Elementary School Teachers and Perception of School Organization Effectiveness

다국어 초록 (Multilingual Abstract)

The purpose of this study is to understand the level of elementary school teachers' educational accountability and reflective thinking and elementary school organizational effectiveness by demographics, and to investigate the effect of elementary school teachers' educational accountability and reflective thinking on school organizational effectiveness. Therefore, three research problems were established.
First, what is the level of educational accountability and reflective thinking perceived by elementary school teachers, and what are the differences according to demographics?
Second, what is the level of recognition of organizational effectiveness in elementary schools and what are the differences according to the demographics of teachers?
Third, how is the educational accountability and reflective thinking of elementary school teachers related to the perception of organizational effectiveness in elementary school?
To solve the purpose of this study, the following processes were conducted. The subjects of the study were 360 elementary school teachers in 14 cities and counties in Jeollabuk-do. 355 out of 360 responded, and a total of 347 responses were used, excluding 8 poor responses among 355 responses. The questionnaire of educational accountability was modified and used according to the research direction by Lee Yoo-jin (2003), and consisted of a total of 18 questions: 4 bureaucratic accountability, 7 professional accountability, 4 moral accountability, and 3 customer-oriented accountability. The questionnaire of reflective thinking was revised and supplemented by the questionnaire developed by Kim Jin-mi (2017) for elementary school teachers, and consisted of 4 daily questions, 8 teaching questions, and 5 learning questions. The questionnaire to investigate the perception of school organizational effectiveness was composed of a total of 24 questions, 6 questions perception of job satisfaction, 6 questions perception of job performance, 6 questions perception of organizational adaptation, and 6 questions perception of organizational commitment.
The demographics of elementary school teachers were set to a total of 6 gender, teaching career, class location, number of classes, position status, and homeroom teacher status. The collected data were analyzed using the SPSS Statistics 27.0 program. Frequency analysis was conducted to understand the characteristics of the demographic of the study subject, and reliability verification was conducted using the Cronbach Alpha value to confirm that there was no problem in reliability. In addition, in order to confirm the difference between the independent and dependent variables according to the demographic, an independent sample t-test and one-way batch variance analysis (ANOVA) were performed, and a follow-up test was performed by Scheffe analysis. Correlation analysis was conducted to confirm the correlation between variables, and hierarchical regression analysis was conducted to confirm the effect between variables.
The conclusions of this study are as follows.
First, it was found that the level of educational accountability and reflective thinking of elementary school teachers and their sub-variables was high. As a result of examining the educational accountability recognized by elementary school teachers according to demographics, the larger the size of the school, the more statistically significant the educational accountability was, and there was no statistically significant difference. As a result of examining the reflective thinking recognized by elementary school teachers according to demographics, the larger the size of the school, the more significant the reflective thinking was in the case of lay teachers, and there was no statistically significant difference.
Second, it was found that the organizational effectiveness of elementary schools and the level of awareness of their sub-variables were high. As a result of analyzing elementary school teachers' perception of school organizational effectiveness according to demographics, male teachers, teachers over 15 years and less than 25 years, and homeroom teachers had higher perception of school organizational effectiveness, and there was no statistically significant difference.
Third, elementary school teachers' educational accountability and perception of school organizational effectiveness had a significant positive correlation above average, and reflective thinking and perception of school organizational effectiveness also had a significant positive correlation. The results of hierarchical regression analysis on the effect of the sub-variable of educational accountability on school organizational effectiveness showed that bureaucratic accountability did not have a significant effect. Professional, moral, and customer-oriented accountability were found to have a significant effect. In addition, the results of hierarchical regression analysis on the effect of sub-variables of reflective thinking on school organizational effectiveness showed that reflective thinking in terms of daily life did not have a significant effect. In addition, reflective thinking in terms of teaching and learning was found to have a significant effect. Finally, it was found that both educational accountability and reflective thinking had a significant effect on the perception of school organizational effectiveness. Among them, reflective thinking was found to have a greater influence than educational accountability.

목차 (Table of Contents)

• 목차 ⅰ
• 표 목차 ⅲ
• 그림 목차 ⅴ
• ABSTRACT ⅵ
• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• II. 이론적 배경 5
• 1. 학교조직효과성 5
• 2. 교육적 책무성 15
• 3. 반성적 사고 21
• 4. 교육적 책무성 및 반성적 사고와 학교조직효과성 인식 수준의 선행연구 및 관계 27
• III. 연구 방법 29
• 1. 연구 모형 29
• 2. 연구 대상 및 표집 30
• 3. 측정 도구 31
• 4. 자료 처리 및 분석 36
• Ⅳ. 연구 결과 37
• 1. 기술통계량 37
• 2. 초등교사의 배경 특성별 교육적 책무성 수준 38
• 3. 초등교사의 배경 특성별 반성적 사고 수준 45
• 4. 초등교사의 배경 특성별 학교조직효과성 인식 50
• 5. 초등교사의 교육적 책무성 및 반성적 사고와 학교조직효과성 인식의 관계 57
• V. 논의 66
• 1. 초등교사의 배경 특성에 따른 교육적 책무성, 반성적 사고의 수준 차이 66
• 2. 초등교사의 배경 특성에 따른 학교조직효과성 인식 수준 68
• 3. 초등교사의 교육적 책무성 및 반성적 사고와 학교조직효과성 인식의 관계 69
• Ⅵ. 요약, 결론 및 제언 71
• 1. 요약 71
• 2. 결론 73
• 3. 제언 75
• 참 고 문 헌 77
• 부 록 85