고등학교 교사의 갈등관리전략과 의사소통 능력 간의 관계

Abstract

갈등을 바람직한 방향으로 관리하기 위한 필수적인 요소가 의사소통 능력이란 인식에서 교사들이 갈등상황에서 보이는 갈등관리전략과 의사소통 능력의 차이점과 관계를 고찰하였다. 갈등관리전략은 통합전략(integrative strategies), 분할전략(distributive strategies), 회피전략(avoidance strategies)의 3가지를, 의사소통 능력은 허경호(2003)의 의사소통 능력 척도 15가지를 3가지로 묶은 관계적 능력, 대인적 능력, 언어적 능력을 분석하였다. 갈등관리전략에서 성별에 따라서는 갈등관리전략에 큰 차이가 없었지만 경력과 갈등상대의 직위에 따라서는 차이가 많았다. 의사소통능력은 남교사보다 여교사가 3가지 능력 모두 상대적으로 높았고 언어적 능력은 차이가 많았다. 성별, 교육경력별, 갈등상대의 직위별로 갈등관리전략에 따른 의사소통 능력이 긴밀한 관계에 있었다. 본 논문은 거의 연구가 되지 않은 교사의 갈등을 의사소통 능력과 관련지어 살펴보았다는 점에서 의의가 있다.

Communication competence is necessary for managing conflict in a positive manner. Based on this premise, this thesis evaluated the differences and relationships of conflict management strategies and communication competencies of high school teachers in conflict. This study focused on the relation model of conflict management strategies (integrative, partition, avoidance) and communication competencies (relational, interpersonal, and linguistic) among gender, educational careers, and partner positions in conflict situations. The three communication competencies are grouped according to the 15 communication competence scale of Heo Gyeong Ho (2003). The results are as follows: 1. Conflict management among genders demonstrated minimal difference. Teachers with less career focus had a more negative attitude toward conflicts while teachers with a greater focus on career emphasized their interests as the top priority. Analysis of position found the closer individual’s places and tasks are to the head of department, the more avoidance of conflict. 2. Personal evaluation of communication competencies, demonstrated female teachers rated themselves higher than male teachers in all areas of relational, interpersonal, and linguistic competency. Particularly, they showed a remarkable difference in the linguistic competence. In all areas of communication competence, regardless of gender, the order was the same linguistic> relational> interpersonal. 3-1. Application of integrative strategies demonstrated a high relational competence in both male and female teachers. When partition strategies were used, both genders demonstrated interpersonal competence but lacked relational and linguistic competencies. Utilizing the avoidance strategies, again both genders equally demonstrated a lack of all communication competence. 3-2. Application of integrative strategies in careers found, teachers with more than 20-years experience showed all three communication competences, while teachers with less than 10-years experience lacked the interpersonal competence. While using the partition strategies, teachers with less than 20-years didn't have relational and linguistic competence, however teachers with 10-20 years did not have relational competence. Avoidance strategies, teachers with more than 10-years experience showed the lack of the communication competence while teachers with less than 10-years lacked the linguistic competence. 3-3. Evaluations of relationships among positions of the party in conflict were conducted. Utilizing integrative strategies demonstrated relational and linguistic competence with principals and vice-principals and exhibited relational strategies among colleagues. Application of partition strategies demonstrated a lack of relational and linguistic competence among the principals, vice principals, and their colleagues. When avoidance strategies were used, the lack of communication competence was apparent in all positions. The significance of managing teachers' conflict in terms of communication competency has not previously been studied. This study can serve as the template for future studies on communication competency because it is based on the classification according to the three groupings of 15 detailed communication competencies of Heo Gyeong Ho (2003).