지방교육행정공무원의 자기주도학습준비도가 조직학습준비도에 미치는 영향
The Effects of Self Directed Learning Readiness on Organizational Learning Readiness of Local Public Educational Officials
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이 연구는 지방교육행정공무원의 자기주도학습이 조직학습에 미치는 영향을 규명하기 위한 목적으로 실시되었다. 이를 위해 Guglielmino(1977)의 자기주도학습준비도 측정도구(SDLRS)와 Preskill, Martinez-Papponi와 Torres(2001), Russ-Eft와 Preskill (2001)의 조직학습준비도 측정도구(ORLP)를 활용하여 자기주도학습 수준과 조직학습 수준을 조사하고 자기주도학습준비도가 조직학습준비도에 미치는 영향을 분석하였다. 이 연구를 위하여 경기도 지방교육행정공무원 1,000명을 무선표집하여 2009년 3월 31일부터 4월 17일까지 설문조사를 실시하였고, 그 결과 539부가 회수되었고 불성실한 응답을 한 25부를 제외한 514부가 최종 분석에 활용되었다. 연구 결과, 자기주도학습준비도 하위 요인 간(r=.390~.750), 조직학습준비도 하위 요인 간(r=.188~.578) 정적 상관관계를 보였으며, 자기주도학습준비도 하위 요인과 조직학습준비도(r=.243~.364), 자기주도학습준비도와 조직학습준비도 하위 요인들(r=.177~.377) 역시 정적 상관관계를 보였다. 그리고 자기주도학습준비도와 조직학습준비도 역시 정적 상관관계를 나타냈다(r=.368). 또한 구조방정식 모형을 이용해 자기주도학습준비도가 조직학습준비도에 미치는 영향을 살펴본 결과 자기주도학습준비도가 조직학습준비도에 정적 영향을 미치고 있는 것으로 나타났다(β=.427). 따라서 지방교육행정조직의 조직학습 활성화를 위해서는 구성원들에게 다양한 학습기회를 제공하고, 구성원 개개인의 학습에 대한 열정과 애정을 촉진시키기 위한 환경이 구축되어야 한다.
Abstract
The purpose of this study was to show how self-directed learning readiness affects organizational learning readiness through investigating perceived levels of local public educational officials and discuss how their self-directed learning readiness and organizational learning readiness could be improved. For this study, a survey questionnaire was developed by using Self-Directed Learning Readiness Scale (Guglielimino, 1977) and Organizational Readiness for Learning and Performance (Preskill, Martinez-Papponi,& Torress, 2001; Russ-Eft & Preskill, 2001). The survey was conducted from March 31, 2009 to April 17, 2009. Questionnaires were distributed to 1,000 local public educational officials randomly sampled from the officials list of Gyeonggi Provincial Office of Education. Finally, 539 were collected (response rate: 53.9%) and 25 of them were excluded for their incompleteness and 514 were used for this study (effective data rate: 51.4%). The results of this study were as follows: first, there were positive inter-correlations between self-directed learning readiness and organizational learning readiness and among constituent factors of self-directed learning readiness and organizational learning readiness. Second, self-directed learning readiness was affecting organizational learning readiness in the organizations of local public educational officials.
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