교육행정직의 목표지향성, 학습조직준비도, 직무만족도의 관계 연구
The Relationship of Goal Orientation, Readiness for Learning Organization, and Job Satisfaction of Staffs in Educational Administrative Organizations
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초록
이 연구는 교육행정직의 목표지향성, 학습조직준비도, 직무만족도 수준을 조사하고, 이들의 관계를 파악하여 교육행정직의 학습조직 구축과 직무만족도 향상을 위한 이론적, 실천적 시사점을 제안하기 위한 것이다. 이를 위하여 선행연구 고찰을 통해 목표지향성을 독립변인으로, 직무만족도를 종속변인으로, 학습조직준비도를 매개변인으로 설정하고, 인천광역시 교육청 소속의 교육행정직과 사립학교 교육행정직을 대상으로 설문조사를 실시하였다. 총 3,058부를 배포하여 1,927부를 회수, 이 가운데 불성실하다고 판단되는 6부를 제외한 1,921부를 이용하여 기술통계분석과 구조방정식 모형 분석을 실시하였다. 연구 결과, 구조방정식 모형의 적합도는 RMR .034, GFI .929, AGFI .908, NFI .925, RMSEA .057로 나타났다. 각 변인들 간의 영향관계를 직․간접효과로 분해하여 살펴본 결과, 교육행정직의 목표지향성은 학습조직준비도와 직무만족도에 직접효과와 간접효과를 보였다. 학습조직준비도는 직무만족도에 직접효과를 나타내고 있으며 목표지향성의 영향을 받으며 목표지향성과 직무만족도 간에 중요한 매개역할을 하는 것으로 밝혀졌다.
Abstract
The purpose of this study was to identify the relationship among goal orientation, readiness for learning organization, and job satisfaction of staffs in educational administrative organizations. In doing so, a survey instrument was developed through modifying three scales of LGO & PGO (Button, 1996), DLOQ (Marsick & Watkins, 1993), and JDI & JIG (Smith et al., 1969). The survey was conducted from June 23, 2008 to July 12, 2008. 3,058 pieces of questionnaire were distributed and 1,927 were collected. 6 of 1,927 were excluded due to their insincerity and finally 1,921 were used for this study. SEM was applied to analyze the collected data. The results of this study were as follows: First, in terms of goal orientation, this study showed that the level of learning goal orientation was higher than that of performance goal orientation in staffs of educational administrative organizations. In terms of job satisfaction, this study showed that staffs were less satisfied with promotion and pay than co-worker, supervision, work, and organization itself. Second, this study showed that the goodness of fit of the proposed model was highly good and all regression weighs of paths were statistically significant. In addition, this study showed that readiness for learning organization was affecting job satisfaction(.831) and goal orientation affect job satisfaction directly and indirectly through readiness for learning organization.
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