중학교 교사의 역할갈등과 조직헌신도와의 관계

Abstract

The aims of this study are to identify conflict among teachers, analyze commitment levels to schools, and make suggestions to enhance teachers‘ commitment to schools. To achieve these goals 580 Busan middle school teachers were surveyed and the results were analyzed using the statistical program SPSS. SPSS analyzed role conflict, organization commitment, and the relationship between these two variables. Analysis demonstrated the following; 1. On a scale of 0-5, middle school teachers felt a 2.90 degree of role conflict, which is above average. 2. Middle school teachers exhibited 3.29 degree of organization commitment. 3. The relationship between teacher’s conflict and commitment demonstrated minimal correlation, therefore it is statistically insignificant. In conclusion, teachers felt higher than average conflict, but this has minimal influence on job dedication. As more people become teachers, commitment and confidence will increase accordingly. This coincides with continual changing cultural conditions and backgrounds, and the development of actively seeking ways to handle role conflict. Alternatively there are other elements which affect dedication to teaching jobs such as motivation, tenacity and satisfaction.