학교조직의 조직학습 준비도 분석: 중학교 교사들을 대상으로
An Analysis on Readiness for Organizational Learning in Middle Schools Perceived by Teachers
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이 연구는 학교조직의 조직학습 준비도에 대한 교사들의 인식 수준을 조사 분석하여 학교조직의 조직학습 활성화를 위한 시사점을 도출하는데 그 목적을 두고 있다. 학교조직의 조직학습준비도 조사를 위하여 조직의 ‘문화’, ‘체계와 구조’, ‘리더십’, ‘정보소통’, ‘팀제’, ‘평가’ 차원의 설문 문항에 대한 중학교 교사들의 응답을 조사 분석하였다. 분석의 결과, 첫째, 중학교 교사들은 학교조직의 ‘체계와 구조’ 차원에서 조직학습 준비도를 가장 낮게 인식하였다. 둘째, 평교사들은 간부교사보다 조직의 ‘리더십’, ‘체계와 구조’, ‘정보소통’의 차원에서 조직학습 준비도를 더 낮게 인식하였다. 셋째, 경력이 많은 교사는 경력이 적은 교사보다 조직의 ‘문화’, ‘평가’ 차원의 조직학습 준비도를 낮게 인식하였고, 경력이 적은 교사는 경력이 많은 교사보다 ‘체계와 구조’ 차원의 조직학습 준비도를 낮게 인식하였다. 이 분석 결과로 미루어 볼 때, 학교행정가 및 관리자들은 학교조직의 관료적 장애물을 제거하고 교육성과에 대한 인정 보상체계를 마련하여 교사들의 혁신적 교육활동을 지원해야 한다. 또한 교사들의 직위와 경력연한에 따라 조직학습 준비도에 대한 인식의 차이가 존재하므로, 학교구성원들이 공동으로 조직학습 활성화에 장애가 되는 문제점과 해결책을 찾아내고 실천하는 노력이 필요할 것이다.
Abstract
The purpose of this study was to investigate teachers' perceptions on the readiness for organizational learning in schools and make suggestions for facilitating organizational learning in schools. Teachers in middle schools were asked to rate 78 items describing 6 organizational learning factors, such as 'culture','leadership','systems and structures', 'communication', 'team', and 'evaluation' which were drawn from an extensive review of the literature. The results of this study were as follows: First, middle schools would have difficulty facilitating organizational learning in terms of 'systems and structures' factor, in which there were bureaucratic barriers against teachers to implement their innovative ideas and there were lack of recognition and compensation for their performance and achievements. Second, there were significant differences in teachers'perceptions on the level of readiness for organizational learning in schools depending on their positions and tenures, which would lead to hampering organizational learning and interfering with educational innovations and changes in schools. Accordingly, it was suggested that school managers should encourage teachers to actively experiment innovative ideas on educational activities and work practices and recognize and compensate for their accomplishments. In addition, both educators and managers in schools should make concerted efforts to find problems and solutions in promoting organizational learning and driving school change.
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