학교 조직풍토가 교사의 직무스트레스 및 직무만족도에 미치는 영향

Abstract

The purpose of the study is for building better organizational climate of schools by analyzing the impact of organizational climate of schools on Teacher’s job stress and satisfaction. Also, it suggests the improvement plan in today’s society which education situation increases social requirement responsibility and gives heavy burden on teachers. To achieve the purpose, this study sets up concrete subjects as the followings. First, what kind of impact the organizational climate of schools impacts on teacher’s job stress? Second, how does the organizational climate of schools impact on teacher’s job satisfaction? This study was targeted the high school teachers in Busan. The surveys were conducted during March 14th through March 30th in 2013 by a personal visit and a mailing. The 750 questionnaires were sent out to 2 high schools in each office of education support in Busan, 10 high schools in total. Among the retrieved 560 of questionnaires ,531 copies were used for analysis except for 29 copies of unfaithful answers. The measuring device was taken from No Jong-hee(1993)’s OCDQ-KOR questionnaires which was investigated by first and second factor an analysis incurrent Korea situation. To measure the Teacher’s job stress level Kim Jung-hwi(1993)’s questionnaires were used for supplementing questions. To measure the teacher’s job satisfaction, Kim Chang-gul(1992)’s Job satisfaction questionnaires were used for supplementation. Collected data was compiled statistics in Descriptive Analysis, Correlation Analysis and Multiple regression Analysis way using SPSS WIN Program. The results of the study are summarized as the followings. First of all, when the mean and standard deviation of the total score of school organizational climate are divided by teachers’ gender and position, the survey shows that male and head teachers have positive answers for the school organizational climate than female and regular teacher. Also, according to the type of establishment, the private school has recognized the school organizational climate positively than the public school. In work experience, less than 10 years of experienced teacher has a positive recognition than more experienced teacher. In work place type, Boy’s high school teacher has a positive answer than Girl’s and coeducational high school teacher. Second, female teacher than male and head teacher than regular have answered to have more job stress. Also, the public school teacher and over 31 year experienced teacher have responded to under a lot of stress than others. In work place type, teacher who is working at girl’s high school answered to have a high-stress than those who are working at Boy’s and coeducational high school. Third, Male and head teacher answered to have high-satisfaction on their job than opposite gender and position. The private school teachers and less than 10 year experienced teacher have shown the highest satisfaction on their occupation than others. Additionally, Boy’s high school teacher’s job satisfaction is much higher than Girl’s and coeducational high school teacher. Fourth, the survey shows that school organizational climate and Job stress are closely connected with each other and positive school climate contributes to less job stress by analyzing the correlation between the climate and stress. Especially, expectant attitude of teacher, group oriented action of principle and human oriented behavior have a high relation with job stress. Therefore, the administrator of a school should encourage the teacher’s various activities to build a desirable school climate. Also, the principles should apply human oriented-management rather than task-oriented management and push the matter forward through democratic decision-making process. Last, an expectant behavior, goal-oriented behavior and engaged behavior have the correlation between school climate and job satisfaction, in order. This study has shown that positive school climate contributes to the high job satisfaction. Thus, the administrator of a school should develop a program for the positive relationship. Moreover, the administration should support not only the teachers to work in an earnest manner, but also the principles to build up their knowledge and qualification. Teacher’s relationship and group-oriented behavior of the principle influence on teacher’s job stress and job satisfaction as well as the quality of education. Therefore, the principle’s keen interest and careful concern are necessary for establishing teacher’s harmony and friendly relation.