The purpose of this study was to examine whether principal commun- cation pattern made any differences to teacher organizational commitment in school organization. The research questions were posed as below: 1. What difference do the background variables of teachers make to their perception of princ...
The purpose of this study was to examine whether principal commun- cation pattern made any differences to teacher organizational commitment in school organization. The research questions were posed as below: 1. What difference do the background variables of teachers make to their perception of principal communication pattern? 2. What difference do the background variables of teachers make to their organizational commitment? 3. What difference do principal communication pattern make to teacher organizational commitment? The subjects in this study were 450 teachers selected by stratified random sampling from 40 elementary schools in North Gyeongsang province. After 450 questionnaires were distributed, the responses from 420 teachers(93.3%) were collected. And 397 questionnaires(88.2%) were chosen for analysis, except for 23 incomplete answer sheets. The instrument used in this study was a communication pattern scale, which is a Korean version of Reece & Brandt's Dominance and Sociability Indices. Another was Porter's Organizational Commitment Questionnaire, or OCQ. To address the research questions, x2(chi-square) test, t-test, F-test and Scheffe test were employed. The findings of this study were as below: First, the most widely perceived elementary school principal communi- cation pattern was a sentimental one, followed by consideration, supportive and conductor patterns. By teacher background variables, many of the male and female teachers found their principals to have a sentimental communication pattern, which is marked by both strong dominance and strong sociability, or to have a consideration pattern, which is characterized by both weak dominance and weak sociability. In particular, the female teachers perceived their principals to lean toward conductor pattern more than the male teachers. Second, their gender and school size made no difference to their organizational commitment, but those who were head teachers or had more career were committed themselves more than the others who were lay teachers or had less career. By teacher position and career, the head teachers with a longer career were more willing to accept the goal of school organization and voluntarily dedicate themselves to school organization, more than the lay teachers with a shorter career. Third, the consideration communication pattern boosted their organiza- tional commitment the most, followed by supportive, conductor and sentimental patterns in the order named. In other words, the teachers dedicated themselves more when their principals possessed a consideration or supportive communication pattern, and devoted themselves less when their principals owned a conductor or sentimental pattern.
The purpose of this study was to examine whether principal commun- cation pattern made any differences to teacher organizational commitment in school organization. The research questions were posed as below: 1. What difference do the background variables of teachers make to their perception of principal communication pattern? 2. What difference do the background variables of teachers make to their organizational commitment? 3. What difference do principal communication pattern make to teacher organizational commitment? The subjects in this study were 450 teachers selected by stratified random sampling from 40 elementary schools in North Gyeongsang province. After 450 questionnaires were distributed, the responses from 420 teachers(93.3%) were collected. And 397 questionnaires(88.2%) were chosen for analysis, except for 23 incomplete answer sheets. The instrument used in this study was a communication pattern scale, which is a Korean version of Reece & Brandt's Dominance and Sociability Indices. Another was Porter's Organizational Commitment Questionnaire, or OCQ. To address the research questions, x2(chi-square) test, t-test, F-test and Scheffe test were employed. The findings of this study were as below: First, the most widely perceived elementary school principal communi- cation pattern was a sentimental one, followed by consideration, supportive and conductor patterns. By teacher background variables, many of the male and female teachers found their principals to have a sentimental communication pattern, which is marked by both strong dominance and strong sociability, or to have a consideration pattern, which is characterized by both weak dominance and weak sociability. In particular, the female teachers perceived their principals to lean toward conductor pattern more than the male teachers. Second, their gender and school size made no difference to their organizational commitment, but those who were head teachers or had more career were committed themselves more than the others who were lay teachers or had less career. By teacher position and career, the head teachers with a longer career were more willing to accept the goal of school organization and voluntarily dedicate themselves to school organization, more than the lay teachers with a shorter career. Third, the consideration communication pattern boosted their organiza- tional commitment the most, followed by supportive, conductor and sentimental patterns in the order named. In other words, the teachers dedicated themselves more when their principals possessed a consideration or supportive communication pattern, and devoted themselves less when their principals owned a conductor or sentimental pattern.
주제어
#교장 의사소통 교사 조직헌신 교육행정
※ AI-Helper는 부적절한 답변을 할 수 있습니다.