* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국교육학회
ㆍ수록지정보 : 교육학연구 / 28권 / 2호
ㆍ저자명 : 盧宗熙
ㆍ저자명 : 盧宗熙
목차
Ⅰ. 문제의 제기Ⅱ. 이론적 배경
Ⅲ. 학교조직풍토질문지의 개발
Ⅳ. 학교조직풍토질문지의 검증
Ⅴ. 요약 및 논의
참고문헌
ABSTRACT
영어 초록
This study was designed to conceptualize and measure organizational climate of elementary schools. Specially, an attempt was made to investigate the dimensions of principal's behavior and teacher's behavior and develop Korean version of Organizational Climate Description Questionnaire(OCDQ-KOR).The preliminary OCDQ-KOR contained 60 items. Pilot study was conducted to reduce the number of items of which the preliminary questionnaire contained. A pilot sample of 47 elementary schools was identified for exploration and refinement of the instrument. Since the unit of analysis was the schools, individual data were aggregated at the school level for each item and exploratory procedures were performed to reduce the number of items and determine the factor structure of the new questionnaire.
The six dimensions of school climate that finally emerged were grouped into two categrories. Three of the dimensions described principal behavior which was named teacher orientation, goal orientation and bureaucratic orientation. The other three depicted teacher behavior which characterized by committment, intimacy and disengagement.
Having completed the data reduction and reconceptualization of the new questionnaire in the pilot study, the OCDQ-KOR of 30 items was ready for further testing.
A series factor analysis was performed on new seperate sample of 171 elementary schools. School mean scores were calculated for each of the 30 items, and the item-correlation matrix for the 171 schools was factor analyzed.
A six-factor solution with a varimax rotation was performed, and the five factors with eigenvalues of 9.99 to 1.07 explained 73.6% of the variance.
The results demonstrate stability in the factor structure of the OCDQ-KOR. The items are high on only the appropriate subtest. Moreover, the reliability coefficient remain high : the alpha coefficients are intimate(.83), committed(.82), disengaged (.84), teacher oriented(.96), goal oriented(.88) and bureaucratically oriented(.93). Factor structure were virtually the same.
A two-factor solution with a varimax rotation was performed for the five subtests. Intimate, committed, goal oriented. and disengaged behavior load strongly on Factor Ⅰ, while teacher oriented and bureaucrdtically oriented principal behavior load strongly on Factor Ⅱ.
Factor Ⅰ was named openness, while Factor Ⅱ was called supportivesness of principal behavior. The following combination of standardized scores on the subtests provides an openness index for elementary schools.
Openness Index = (intimate behavior score + committed behavior score + goal oriented behavior score) - (disengaged behavior score)
참고 자료
없음태그
"교육학연구"의 다른 논문
- 日帝統治期의 敎員養成에 관한 硏究14페이지
- 유아의 문어 발달과 비 지시적 지도 방법이 문어 발달에 미치는 영향에 관한 연구19페이지
- 學校組織과 行政의 새로운 視角 探索13페이지
- 한국 수의 이중 명명체계가 아동의 수사고에 미치는 영향10페이지
- Emile Durkheim 의 道德性 理論15페이지
- 敎育政策 執行에 영향을 미치는 要因13페이지
- 大學의 自律性에 관한 認識論的 接近9페이지
- 대학입학적성시험의 사정기준으로서의 문제점에 대한 일 검토12페이지
- 大學入學選拔考査의 豫言妥當度 分析14페이지