지각된 조직 갈등이 초등학교 교사의 직무만족도 및 직무몰입에 미치는 영향

The Influence of Perceived Organizational Conflict on Elementary School Teachers’ Job Satisfaction and Job Commitment: Mediating Effect of Teacher Efficacy

본 연구의 목적은 지각된 조직 갈등이 초등학교 교사의 직무만족도 및 직무몰입에 미치는 영향과 교사효능감이 이 영향을 매개하는지를 검증하는 것이다. 이를 위해 부산, 울산, 경남지역에 근무하는 450명을 대상으로 조직 갈등, 직무만족도, 직무몰입, 교사효능감을 측정하였고 이 가운데 418명으로부터 나온 데이터를 최종 분석에 사용하였으며, 기술통계분석, 상관분석, t검증, 구조방정식모형을 활용하였다. 주요 결과를 제시하면 첫째, 지각된 조직 갈등, 직무만족도 직무몰입, 교사효능감은 교사의 성별에 따라 유의한 차이가 나타나지 않았다. 둘째, 지각된 조직 갈등은 직무만족도 및 교사효능감과 부적 상관관계가 있는 것으로 나타났다. 그러나 교사효능감의 자기조절효능감과 과제난이도 선호는 직무만족도 및 직무몰입과 정적 상관관계가 있는 것으로 나타났다. 셋째, 지각된 조직 갈등이 초등학교 교사의 직무만족도에 미치는 영향을 교사효능감이 완전 매개하였고, 초등학교 교사의 직무몰입에 미치는 영향을 교사효능감이 부분 매개를 하는 것으로 나타났다. 주요 결과에 대한 시사점 등이 논의되었다.

The purpose of the study was to investigate the influence of perceived organizational conflict on elementary school teachers’ job satisfaction and job commitment and whether teacher efficacy mediates this influence or not. In order to achieve these aims, perceived organizational conflict, job satisfaction, job commitment, and teacher efficacy were measured using 450 elementary school teachers who work in the Busan, Ulsan, and Gyeongnam areas. Among the 450 teachers, data from 418 teachers were used in final analysis. Descriptive statistics analysis, correlation analysis, T-test, and structural equation modeling were performed on the data. The main results were as follows. Firstly, there was no statistically significant difference in perceived organizational conflict, job satisfaction, job commitment, and teacher efficacy by teacher’s gender. Secondly, there was statistically significant negative correlation between perceived organizational conflict, job satisfaction, and teacher efficacy. However, there was statistically significant positive correlation between self-regulatory efficacy and task difficulty preference of teacher efficacy, job satisfaction, and job commitment. Thirdly, teacher efficacy perfectly mediated the influence of perceived organizational conflict on elementary school teachers’ job satisfaction. In addition, teacher efficacy partly mediated the influence of perceived organizational conflict on elementary school teachers’ job commitment. Some implications and suggestions for the main results were discussed.