교사의 개인적 특성과 조직의 구조적 특성 및 상황적 특성이 조직몰입에 미치는 영향
The Relative Effect of Personal, Structural, and Situational Attributes on Organizational Commitment for Teachers in Korea
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본 연구는 교사의 개인적 특성과 조직의 구조적 특성 및 상황적 특성이 정서적, 지속적, 규범적 몰입에 미치는 상대적 영향력을 분석하는 데 목적을 두었다. 이를 위하여 본 연구는 전국 30개 초중등학교 교사 600명을 대상으로 설문조사를 실시하였으며, 자료분석을 위해 위계적 회귀분석 방법을 사용하였다.연구결과, 정서적 몰입의 경우 몰입규범(=.258), 자아투자(=.236), 직무다양성(=.168), 동료지원(=.221)이 정의 영향을 미치며, 지속적 몰입의 경우 직무의 다양성(=-.116), 구직기회(=-.320)가 부의 영향을 미치는 것으로 나타났다. 그리고 규범적 몰입의 경우 몰입규범(=.186), 분배공정성(=.111), 동료지원(=.157)이 정의 영향을 미치는 것으로 나타났다. 한편, 개인의 인적특성 및 조직의 물리적 특성 등의
Abstract
<Abstract> The Relative Effect of Personal, Structural, and Situational Attributes on Organizational Commitment for Teachers in Korea Ko, Jong-Wook․Son, Kyung Ae This study aimed to analyze the relative effect of personal, structural, and situational attributes on affective, continuous, and normative commitment of teachers in Korea. 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 commitment norm(=.258), self investment(=.236), job diversity(=.168), support from their peer(=.221) were likely to work for affective commitment, job diversity(=-.116) and job opportunity(=-.320) for continuous commitment, commitment norm(=.186), fair distribution(=.111), and peer support(=.157) were inclined to work for normative commitment. In addition, personal or organizational background variables were less likely to affect organizational commitment. This study argues that teachers' organizational commitment should be approached by the multidimensional components of affective, continuous, and normative commitment. The study also argues that the alternatives for the enhancement of teachers' organizational commitment should be developed while focusing on the structural and situational factors, not on the personal or physical factors of the organization.
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