교사 임파워먼트가 학교조직효과성에 미치는 영향 = (A) study on the relationship between teacher empowerment and school organizational effectiveness

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this study was to define the relationship between teacher empowerment and school organizational effectiveness. Under the hypothesis that openness degree of teacher empowerment influenced school organizational effectiveness according to teacher's personal backgrounds, this paper also focused on proposing basic materials on teacher empowerment to establish the strategies for the effective improvement of school organizational effectiveness of teachers. To achieve the purpose of this study, the research questions were set up as follows;
First, are there any differences of perceptions in teacher empowerment according to teacher's personal backgrounds (sex, degree, scholarship, career, degree, school level, school size, region)?
Second, are there any differences of perceptions in school organizational effectiveness according to teacher's personal backgrounds(sex, degree, scholarship, career, degree, school level, school size, region)?.
Third, are there any effect of teacher empowerment on school organizational effectiveness of teachers and the moderating effect of teacher's personal backgrounds(sex, degree, scholarship, career, degree, school level, school size, region) on the relationship between teacher empowerment and school organizational effectiveness of teachers?
B. The methods of study
For this study, review of the literature relevant to this area and the survey with questionnaire were employed. The questionnaire was consisted of two parts: The first part SPES(School Participant Empowerment Scale) were based on used the questionnaire for measuring of teacher empowerment made by Short and Rinehart, the second part school organizational effectiveness developed by Kim, Chang Geol to measure school organizational effectiveness.
The samples of this study were 434 teachers working in Seoul, Daejeon, Kyunggi and Chungchung, Korea. The collected data were analyzed by the SPSSwin10.0 program and treated on the means of calculating average and standard deviation, t(F)-test, multiple regressions, and hierarchical regression analysis.
C. The Results of The Study
The results of this study were summarized as follows;
First, the average score of the teacher empowerment concerned 3.21 on 5 point-scale and in terms of sub-variables, the item of self efficacy marked 3.59 which was the highest and the item of decision making marks 2.79 which was the lowest.
Second, the average score of school organizational effectiveness concerned 3.54 on 5 point-scale and in terms of sub-variables, the item of the teaching production marked 3.63 which was the highest and the item of organizational adaptation marked 3.43 which was the lowest.
Third, the relationships between teacher empowerment and school organizational effectiveness were positive effect.
D. Conclusions
Base on the results of this study the following conclusions were driven;
First, teacher empowerment was differently perceived according to teacher's personal background. Male-teachers, head teachers, teachers with long career, teachers with high degree and teachers with middle size 32-42 classes had more empowerment than there counterparts. Accordingly, proper educational countermeasure must be prepared for the teacher lower perceiving teacher empowerment. That was, they seems to participate more eagerly than the others about school administration.
Second, teachers was differently perceived school organizational effectiveness according to teacher's personal background. Head teachers, long career teachers, elementary school teachers, teachers with middle size 32-42 classes were more highly perceived. That was, they were more participated in school administration than the others.
Third, this result showed that teacher empowerment is a major variable to improve the school organizational effectiveness. Principals must try to improve the teacher empowerment and should encourage teachers to empower.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 교사 임파워먼트에 관한 이론 = 6
• 2. 학교조직효과성에 관한 이론 = 11
• 3. 교사 임파워먼트와 학교조직효과성의 관계 = 15
• Ⅲ. 연구의 방법 = 19
• 1. 연구 대상 = 19
• 2. 측정 도구 = 21
• 3. 자료의 처리 = 23
• Ⅳ. 연구의 결과 및 해석 = 24
• 1. 교사가 지각한 교사 임파워먼트의 경향과 차이 = 24
• 2. 교사가 지각한 학교조직효과성의 경향과 차이 = 36
• 3. 교사 임파워먼트가 학교조직효과성에 미치는 영향 = 43
• Ⅴ. 요약·결론 및 제언 = 51
• 1. 요약 = 51
• 2. 결론 = 53
• 3. 제언 = 54
• 참고문헌 = 56
• ABSTRACT = 58
• 부록 = 62