중등교사의 학교장지도성, 교사변인, 조직변인과 직무만족도에 관한 메타분석

A Meta-Analysis on leadership of principals, variables of teachers, variables of organization and job satisfaction of secondary school teachers

본 연구는 메타분석을 통해 학교장지도성, 교사변인, 조직변인과 중등교사의 직무만족도에 관한 연구를 종합·분석하고 직무만족도와 관련변인 간의 상관관계 효과크기를 규명하여 직무만족도 제고를 위한 정책적 제안을 목적으로 한다. 이를 위해 2000년부터 2013년 2월까지 중등교사의 직무만족도 관련 국내 학술지 및 석·박사학위논문 60편을 선정하였다. 연구설계에 의한 효과크기 수는 590개로 CMA프로그램를 활용하여 결과를 분석하였다. 본 연구의 직무만족도는 인간관계, 보상, 직무, 교직관, 근무환경, 전문성신장, 인사관리, 행정지원, 인정을 구성요인으로 하였고, 관련변인은 크게 학교장지도성, 교사변인, 조직변인으로 동질적 특성의 하위변인을 유목화하였다. 분석결과 직무만족과 정적관련변인은 .320, 부적관련변인은 -.085의 효과크기를 보였다. 정적관련변인의 효과크기순위는 학교장지도성 .342, 교사변인 .335, 조직변인 .264의 효과크기를 보였고, 부적관련변인은 관료지향지도성이 -.161, 조직변인이 -.031의 효과크기를 보였다. 학교장지도성과 직무만족도의 효과크기는 감성지도성(.505), 인화지향지도성(.371), 목표지향지도성(.346), 변혁적지도성(.311), 거래적지도성(.178), 관료지향지도성(-.161) 순이었다. 교사변인은 의사결정참여(.394), 교직특성(.296), 셀프리더십(.295), 교사 효능감(.217)순의 효과크기를 보였다. 조직변인은 정적요인인 조직몰입, 학교풍토의 인화·합리풍토, 조직유형의 전문유형이 .264, 부적요인은 조직풍토 교장의 관료지향행동, 관료적 조직유형, 조직풍토 방관적 교사행동이 -.031의 부적 효과크기를 보였다.

This research’s main purpose is for political proposals about improving secondary school teachers’ job satisfaction through gathering studies about teachers’ job satisfaction and examining relationships between job satisfaction and its factors and investigating effect size of each factor on job satisfaction. For achieving objectives, this research selected components of job satisfaction by utilizing a variety of databases and analyzing doctoral theses and domestic scientific journals about studying relationship between job satisfaction and its associate variables from January 2000 to February 2013. And this research classified that variables based on the selected components. This research includes more than two the instances of effect size and refers to finally selected 60 theses and 590 instances of effect size. Associate variables are comprised of leadership of principals(transformational leadership, transactional leadership, unity-oriented leadership, goal-oriented leadership, bureaucracy-oriented leadership), variables of teachers(decision making, self-leadership, teacher self-efficacy, and the characteristic of the teaching profession). The effect size of job satisfaction and teacher variable is .335, leadership of principals is .342, and organization variable is .246. The effect size of job satisfaction and principal leadership’s subordinate variables is positive emotional leadership(.505), unity-oriented leadership(.371), goal-oriented leadership(.346), and transformational readership(.311) and these results are more than middle effect size. And the effect size of teachers’ subordinate variables is in the order of decision making(.394), characteristics of schools(.296), self-leadership(.295), and teacher self-efficacy(.217) and all of these exceeds moderate effect size. The effect size of organization valuables, divided into positive and negative variables, shows few association with job satisfaction. The positive effect size of organization valuables exceeds large effect size, in the order of characteristics of schools(.469), professional types of organization(.440), and immersion of group(.416) Continuously, characteristics of schools(.379), professional atmosphere of groups(.316), and devotional action of teachers(.255) are closely related with moderate effect size.