學校組織風土에 관한 硏究

• 영문명: A Study on the Organizational Climate in School
• 발행기관: 국민대학교 교육연구소
• 저자명: 申仲植(Shin Joong Shik)
• 간행물 정보: 『교육논총』제10집, 5~27쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1991.02.01

영문 초록

  Organizational Climate is a broad term that refers to teachers" perceptions of the general work environment of the school ; it is influenced by the formal organization, informal organization, personalities of participants, and organizational leadership.   The definition of organizational climate as a set of internal characteristics is similar in some respects to early descriptions of personality. Indeed, the climate of a school may by thought roughly as the personality of the school.   Since the atmosphere of a school has a major impact on the organizational behavior and since administators can have a significant, positive influence on the development of the personality of the school, it is important to describe and analize school climates.   The most well-known conceptualization and measurement of the organizacional climate in schools is the pioneering study of elementary schools by Halin and Crofts. They developed a final set of 64 items call the organizational climate description questionnaire ; OCDQ.   The OCDQ is usually administered to the entire professional staff of each school with each respondent asked to describe the extent to which each statement characterizes his or her school.   Another conceptualization of climate portrays schools as lying along a continuum of participative to exploitive-authoritative managerial systems, which is operationaized by the profile of organizational characteristics. Still another description views school climate in terms of a continuum control over students, from humanistic to custodial ; the pupil control ideology form measures this. Finally school climate can be conceptualized in terms of development and control presses, measured by the organizational climate index.   The OCDQ subscales are the characteristics of faculty behavior ; "hindrance" "intimacy", "disengagement", "espirit", and the characteristlcs of principal behavior ; "production emphasis", "aloofness", "consideration", "thrust". Six basic school climates that are arrayed along a rough continuum from open to closed : open, autonomous, controlled, familiar, paternal, closed.   One straightforward way to determine the relative openness or closedness of a set of school climates to make use of the following climate openness index :   openness index = thrust score+espirit score-disengagement score.   The revised climate instrument (OCDQ-RE) is a forty two item measure with six subtests that describe the benavior of elementary teachers and principals. Three dimensions of principal behavior-supportive, directive, and restrictive- are identified. Three aspects of teacher behavior are identified- collegial, intimate, and disengaged teacher behavior. On the other hand, OCDQ─RS is compsed of five dimensions- two of the dimensions descrive principal behavior and the other three focus on teacher behavior.   In general, although other variables affect the level of alienation in a school, the more open or humanistic the climate, the less student alienation there is. Strategies can be developed for changing the climates of schools. Both clinical and growth-centered strategies can be emoloyed to improve school climate.

목차

Ⅰ. 緖論
Ⅱ. 學校組織風土의 槪念 및 測定
Ⅲ. 組織風土에 관한 先行硏究
Ⅳ. 結論 및 論議
參考文獻
〈Summary〉