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대학생 대상 프로젝트 기반학습에서 팀 리더십, 팀 프로세스, 팀 효과성의 구조적 관계 분석

Analyzing Structural Relationships between Team Leadership, Team Process and Team Effectiveness in Project-Based Learning for Engineering Students

김진희|정재삼
한국교육공학회 (Korean Society Of Educational Technology)|2015.12|교육공학연구 (Journal of Educational Technology)|제31권 제4호|pp. 909-948|DOI http://dx.doi.org/10.17232/KSET.31.4.909

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참고문헌

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Team Effectiveness팀 효과성Project-Based Learning팀 프로세스Team ProcessTeam Leadership프로젝트 기반학습팀 리더십
주제분류교육학

초록

조직의 복잡한 과업문제를 대처하기 위해 1980년대 이후 팀에 대한 의존성이 급격히 증대되었음에도 불구하고 팀의 효과적인 성과 산출을 위한 팀의 투입요소로서 팀 리더십, 과정요소로서 팀 프로세스, 산출요소로서 팀 효과성에 대한 연구가 충분히 이뤄지지 않았다. 본 연구는 팀 리더십이 팀 프로세스를 통해 팀 효과성에 미치는 영향력을 통합적으로 규명한 구조모형을 구안하고, 팀 리더십, 팀 프로세스, 팀 효과성 간의 직ㆍ간접효과를 검증하였다. 이를 검증하기 위해 서울 소재 Y대학 공과대학에서 2014학년도 2학기와 2015학년도 1학기에 개설된 팀 프로젝트 중심으로 진행하는 종합설계(Capstone Design)과목의 수강생 107개 팀(325명)을 대상으로 오프라인 설문조사를 실시하였다. 측정모형을 구성하여 측정변인의 신뢰도와 타당도를 검증하고, 구조모형을 설정한 후 모형의 부합도를 평가하고, 최종 구조모형의 직ㆍ간접효과를 분석하고 유의성을 검증했다. 연구결과, 투입요소로서 팀 리더십, 과정요소로서 팀 프로세스에는 의사소통, 갈등, 신뢰, 산출요소로서 팀 효과성에는 팀 성과와 팀 몰입으로 구안된 구성모형의 부합도는 양호한 것으로 나타났다. 또한 대학생 대상 프로젝트 기반학습에서 팀 리더십, 팀 프로세스, 팀 효과성 간의 직접적인 영향을 검증한 결과, 의사소통과 팀 몰입이 팀 성과에 유의한 영향을 미치는 것으로 나타났고, 신뢰가 팀 몰입에 유의한 영향을 미치는 것으로 나타났다. 팀 리더십이 의사소통, 갈등, 신뢰에 직접적인 영향을 미치는 것으로 나타났다. 팀 리더십, 팀 프로세스, 팀 효과성 간의 간접적인 영향을 검증한 결과, 팀 리더십이 의사소통을 통해 팀 성과에 유의한 영향을 미치고, 팀 리더십이 신뢰를 통해서 팀 몰입에 유의한 영향을 미치는 것으로 나타났다. 본 연구는 팀 리더십, 팀 프로세스, 팀 효과성의 관계를 통합적으로 규명하는 구조모형을 구안하여 실증적으로 검증했고, 팀 효과성에 영향을 미치는 팀 리더십과 팀 프로세스 요소를 검증하여, 팀 프로젝트에서 팀 효과성을 향상시킬 수 있는 구체적인 교수설계 및 운영방안에 대해 모색했다는 시사점을 얻을 수 있다.

Abstract

To the rapid change of management surroundings and dealing with conflict task problems, the research surrounding teams has not been able to keep pace with the growing need for understanding how teams can achieve more effective performance. In particular, the research of team leadership as the input factor, team process as the process factor, and team effectiveness as the output factor of teams have not been studied sufficiently. In this study, I proposed the model including influence from team leadership on team effectiveness through team process, and attempted to verify the direct and indirect effects among team leadership, team process, and team effectiveness. To test the proposed hypotheses in the study, I collected data via a survey with the sample of 107 project teams of the engineering college, comprising 325 respondents. The major findings are as follows: First, the proposed model including influence from team leadership on team effectiveness through team process is valid in project-based learning for engineering students. Second, communication and team commitment directly effected team performance, and trust directly effected team commitment. Additionally, team leadership had a positive effect on communication, conflict, and trust. Third, team leadership indirectly effected team performance through communication and effected team commitment through trust. The results implied that the causal relationship among team leadership, team process, and team effectiveness and specific guidelines for high team performance and team commitment in the team project.

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