Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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An exploratory study on the structure of elementary school teachers' perception of 'we-ness'

초등학교 교사가 인식하는 '우리성'의 구성요인 탐색

  • Kim, Hyo-jeong (Ddadeutan Educational Community Research Center, Pusan National University) ;
  • Park, Sang-wan (Division of Education, Busan National University of Education)
  • 김효정 (부산대학교 따뜻한교육공동체연구센터) ;
  • 박상완 (부산교육대학교 교육학과)
  • Received : 2019.05.21
  • Accepted : 2019.07.05
  • Published : 2019.07.31
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Abstract

This study examined the components of we-ness perceived by elementary school teachers. The results of this research can be used as a new indicator based on the essential relationship of Korea to explain and improve the teacher culture and organizational culture of school. The subjects were 206 elementary school teachers. The data were analyzed using correlation, ANOVA, and exploratory factor analyses with SPSS 23, and confirmatory factor analysis with Mplus 7.1. The results of this study are as follows. First, 'psychological wellbeing', 'caring relationship', 'ethical legitimacy', and 'sharing time' were derived as the factors of early childhood teachers' perception of we-ness. In addition, considering that we-ness can be spread not only to individual relations, but also to the class, and to the same organization as a school, it can be used to form a school culture based on Korean culture and suggest a teaching culture. On the other hand, this study examined elementary school teachers; hence, the results cannot be applied to all teachers. In addition, this study was a quantitative study exploring the sub-factors through statistical analysis. The results of the quantitative research should be elaborated through interviews with school members, and follow - up studies should be conducted through case studies.

본 연구는 초등학교 교사가 인식하는 우리성의 구성요인을 탐색하여 한국 고유의 관계성에 기반을 둔 새로운 지표로 교원문화와 학교의 조직문화를 설명하고 개선하는데 활용하고자 하였다. 이에 기존에 개발된 우리성 측정 도구를 한 도구를 토대로 초등학교 교사의 상황에 맞게 재구성하여 사용하였다. 본 연구는 2018년 12월 1부터 27까지 B지역과 K지역에 소재한 초등학교 교사 206명을 대상으로 자료를 수집하였으며, SPSS 23과 Mplus 7.1 프로그램을 활용하여 탐색적 요인분석, 확인적 요인분석을 실시하였다. 연구결과 초등학교 교사들이 인식하는 우리성 인식구조는 '심리적 안녕감', '배려적 관계', '윤리적 정당성', '시간의 공유'이며, 이러한 하위요인들은 초등 교사들이 우리성을 느끼는 상황을 설명하는 데 근거를 제시하고 있다. 그리고 우리성이 개인의 관계 뿐 아니라 우리 반, 우리 학교 등 교육기관과의 관계로 확장될 수 있음을 고려할 때 한국적 관계성을 기반으로 한 학교문화와 교직문화 형성을 위한 방안을 제시하는 데에도 활용될 수 있을 것이라 판단된다. 하지만 본 연구는 초등 교사를 대상으로 진행한 인식조사에 기초한 접근을 하고 있어 유아교유기관이나 중등, 고등교육기관에 적용하기에는 문제가 있다. 또한 본 연구는 통계적 분석을 통해 하위요인을 탐색한 양적연구이다. 양적연구의 결과는 학교구성원들과의 면담 등을 통해 정교화 하거나 현장에서의 사례연구를 통해 검증하는 후속연구가 필요하다.

Keywords

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Fig. 1. Factor Structure model of Elementary teachers perception of Weness

Table 1. General background of elementary school teachers

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Table 2. Exploratory Factor Analysis of elementary teachers perception of Weness

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Table 3. Confirmatory factor analysis of four factors of elementary teachers perception of Weness

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Table 4. Correlation analysis between sub-factors of elementary teachers perception of Weness

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