여교장의 의사소통 유형에 따른 교사의 직무만족도

Teachers' Job Satisfaction According to Female Principals' Communication Types

본 연구는 여성행정가가 증가함에 따라 심층면담, 설문조사를 통하여 교사가 지각한 초등학교 여교장의 의사소통 유형을 밝히고,이에 따른 교사의 직무만족도를 알아보는데 목적이 있다.연구대상으로 여교장이 있는 서울시 소재 공립초등학교에 재직하는 8명의 교사를 목적적 표집으로 선정하여 심층면담을 실시한 후,여교장의 의사소통 유형1차 설문지를 제작하였다. 그리고 선행연구에 기초하여 교사들의 직무만족도 설문지를 제작하였다. 60명의 교사를 예비조사 대상으로 하여 설문지를 요인분석하고 Cronbach's α계수를 통하여 신뢰도를 검증하여 최종 설문지를 제작하였다. 본 조사에서는 여교장이 있는 서울시 소재 공립초등학교에 근무하는 교사 250명을 대상으로 설문조사를 실시하였다. 연구결과,교사가 지각한 여교장의 의사소통 유형은 개방형,신중형, 미지형, 자기주장형 순으로 나타났다. 행정적 지원과 교직 자체에서 여성이 남성보다 직무만족도가 높았으며 직급에 따른 직무만족은 차이가 없었다. 교사가 여교장의 의사소통 유형을 개방형과 자기주장형으로 지각할 때 지역사회와의 관계,교육과정운영에서 만족도가 높게 나타났다.후속연구에서는 측정도구의 각 요인에 더 정확한 의미파악을 위해 보다 광범위한 차원의 양적 연구와 질적 연구방법이 병행하는 연구가 이루어져야 할 것이다.

The purpose of this study is to examine teachers' job satisfaction and whether this is influenced by female principals' communication types. The study also aims to assess how these communication types were perceived by the teachers. In order to achieve these aims, the study made a questionnaire about female principals' communication types, such as 'open,' 'assertive,' 'conscientiousness,' and 'unknown,' and such sub-factors of job satisfaction as community relations, administrative support, curricular management, and teaching profession. The study conducted in-depth interviews with 8 teachers working at public elementary schools in Seoul, followed by a pretest. A main survey was then conducted with 250 teachers. The results showed that female principals' communication types perceived by teachers most frequently revealed the open type. It was followed by conscientiousness, unknown, and assertive types. Secondly, teachers generally showed positive job satisfaction which was influenced by the teachers' background factors, such as gender, and title. Sub-factors of job satisfaction, such as community relations, administrative support, curricular management, and teaching profession also played a vital role in influencing career satisfaction. Job satisfaction was higher among female teachers compared to male ones, and higher among teachers with senior authority compared to teachers with less responsibility. Thirdly, according to the female principals' communication types in relation to teachers' job satisfaction, open and conscientiousness types led to more positive curricular management and community relations among sub-factors of job satisfaction than assertive or unknown types, which had significant differences. There was no difference noted in administrative support or teaching professionalism. It was then found that female principals' communication types perceived by teachers played a vital role in their job satisfaction. In conclusion, for the following research, a tool to measure female principals' communication types and teachers' job satisfaction is expected to be developed more accurately and there is a need to conduct a comparative analysis of communication types perceived by teachers and by principals.