교사의 조직몰입 결정변수에 대한 연구
The Determinants of Organizational Commitment for Korean Teachers
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참고문헌
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초록
본 연구는 조직몰입의 발전메커니즘을 알아보기 위하여 정감적, 지속적, 규범적 몰입의 결정변수들을 검토하는데 목적을 두었다. 이를 위하여 본 연구는 전국 30개 초중등학교 교사 600명을 대상으로 설문조사를 실시하였으며, 자료분석 방법으로는 단계적 회귀분석 방법을 활용하였다. 연구결과, 정감적, 지속적, 규범적 몰입 요소들은 각기 상이한 핵심적 결정변수들을 메커니즘으로 발전되는 것으로 나타났다. 정감적 몰입은 분배공정성(β=.086), 직무다양성(β=.220), 상사지원(β=.177) 및 동료지원(β=.277) 등의 노동보상 변수에 의해, 지속적 몰입은 구직기회(β=-.330)와 분배공정성(β=.091) 등의 경제비용 변수에 의해, 그리고 규범적 몰입은 몰입규범(β=.174) 변수와 분배공정성(β=.090), 동료지원(β=.159) 등의 노동보상 변수에 의해 발전하였다. 본 연구는 교사의 조직몰입이 정감적, 지속적, 규범적 몰입의 다차원적 입장에서 접근되어야 함을 강조하였다.
Abstract
In order to explain the developing mechanisms of organizational commitment, this study aimed to test the determinants of affective, continuous, and normative commitment of teachers in Korea. For this purpose, the study facilitated a questionnaire survey for 600 teachers from 30 elementary and secondary schools in Korea. Hierarchical regression analysis was utilized as a statistical tool.The study results showed that whereas work reward variables of fair distribution(β=.086), job diversity(β=.220), and support from supervisors(β=.177) and peers(β=.277) were likely to work as developing mechanisms for affective commitment, economic expenses variables of job opportunity(β=-.330) and fair distribution(β=.091) were likely to work for continuous commitment. Also, variables of obligation of norm commitment(β=.174) and of work rewards of fair distribution(β=.090) and peer support(β=.159) were inclined to work for normative commitment. This study argued that teachers' organizational commitment should be approached by the multidimensional components of affective, continuous, and normative commitment.
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