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http://dx.doi.org/10.5762/KAIS.2019.20.7.512

An exploratory study on the structure of elementary school teachers' perception of 'we-ness'  

Kim, Hyo-jeong (Ddadeutan Educational Community Research Center, Pusan National University)
Park, Sang-wan (Division of Education, Busan National University of Education)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.7, 2019 , pp. 512-519 More about this Journal
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.
Keywords
Elementary School Teachers; We-Ness; School Culture; Relationships; Educational Community;
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