교사의 직무만족도에 관한 집단 간 비교연구

A Comparison Study of Groups of Teachers on Teachers’ Job Satisfaction - Focusing on Whether They Have Homeroom or Administrative Duties -

본 연구는 한국교육개발원에서 실시하고 있는 한국교육종단연구 3차 데이터를 사용하여 교사의 직무에 따라 교사의 직무만족도에 차이가 있는지 집단 간 비교연구를 실시하였다. 다집단 구조방정식 모형(Multiple Group Structural Equation Model, MSEM)을 사용하여, 우선, 학생의 학습태도, 동료교사와의 관계, 교장의 변혁적 리더십 변인이 교사만족도에 미치는 영향이 담임교사와 비담임교사 간 차이가 있는 지 살펴본 결과, 모든 변인들이 통계적으로 유의미한 차이를 보이지 않았다. 또한, 보직교사와 평교사를 대상으로 학생의 학습태도, 동료교사와의 관계, 교장의 변혁적 리더십 변인이 교사만족도에 미치는 영향의 차이가 있는지 살펴본 결과도 마찬가지로 모든 변인들이 통계적으로 유의미한 차이를 보이지 않았다.

This study examined teachers’ job satisfaction using a group comparison between homeroom teachers and non-homeroom teachers, and between teachers who are assigned to administrative duties and teachers who are not assigned to administrative duties. It uses a panel data set from the Korea Education Longitudinal Study(KELS). The data were analyzed by means of SPSS 17.0 and LISREL 8.53. Multiple group analyses were used to assess the differences between groups on teachers’ job satisfaction related to students’ learning attitude, relationships with co-workers, and principals’ transformational leadership. First, the results showed that there was no statistically significant difference between homeroom teachers and non-homeroom teachers on teachers’ job satisfaction related to students’ learning attitude, relationships with co-workers, and principals’ transformational leadership. Also, no statistically significant difference was found between teachers who are assigned to administrative duties and teachers who are not assigned to administrative duties on teachers’ job satisfaction related to students’ learning attitude, relationships with co-workers, and principals’ transformational leadership.