The purpose of this study is to explore the sub-factors of the school creativity management and to determine what influences and through what course the school creativity management has on the educational performances. The resource-based view was established as a theoretical perspective to achieve a...
The purpose of this study is to explore the sub-factors of the school creativity management and to determine what influences and through what course the school creativity management has on the educational performances. The resource-based view was established as a theoretical perspective to achieve above purpose, and through that, the conceptual model that the school creativity management and the resources influence on the educational performance through the organization competence was drawn. In addition, from the results of examining the precedent studies, the 5 components were established as components of the school creativity management; diversity, autonomy, redundancy, connectivity and flexibility. Also, for the components of the resources, the intangible resources and the human resources, and the for the components of the organizational competence, the idea deduction ability and the problem solving ability, and for the components of the educational performances, the performance advantage and the satisfaction advantage were established, respectively. Based on the preceding studies, each variable was defined to be operational, based on which the questionnaire tools were made and the questionnaire survey was performed for the teachers of 20 elementary schools having 30 or more classes located in 10 cities in Gyeongbuk region. As a result, total 690 questionnaire were collected and in the exploratory factor analysis to test the validity of the questionnaire tools, the factors were classified into total 11 factors. In the results of reliability test to determine the internal consistency of the survey questions, it represented that the reliability level for the measured items were secured as all the Cronbach's alpha coefficients showed the higher values than .874, the higher scores than the baseline. In the confirmatory factor analysis for the sub-factors of the school creativity management, the correlation matrix among the sub-factors were represented in the range between .756 and .848, it was analyzed to satisfy the requirement for the multi-collinearity, and the validity of the model was recognized since all the fit indexes of the measured model were represented to satisfy the criteria as TLI, GFI, CFI, IFI, SRMR, and RMSEA were represented as .979, .976, .989, .012, and .078, respectively. In the results of analyzing the structural equation model to identify the structural relations among the school creativity management, the resources, the organizational competence, and the educational performance, the range of correlation were represented from .533 to .884 showing the significant relations, and it was observed that there was no problem in the multi-collinearity as the tolerance limit and the variance inflation factor were represented in the range of .181 and .434 and of 2.305 to 5.511, respectively. In the goodness of fit test to draw the casual relations among the variables, TLI, GFI, CFI, IFI, SRMR, and RMSEA were represented as .933, .906, .955, .955, .028, and .126, respectively. Although the RMSEA index was represented to be inappropriate, since the number of observed variables for the unobserved variables was very few as they were only two except the school creativity management in the established theoretical model for this study, the RMSEA index was judged to be inappropriate to determine the fitness of the model. Therefore, considering the other indexes for the goodness of fit except the RMSEA index, it was judged that there was no problem to accept the theoretical model of this study. In the results of examining the influences among the variables through the standardized regression coefficients, the school creativity management and the resources represented to have influences of .709 and .284 on the organizational competence, respectively, and the influences of the organizational competence on the educational performance was represented as .421. The direct influences of the school creativity management and the resources on the educational performance were represented as .228 and .286, respectively. In addition, it was analyzed that the organizational competence was explained about 88% by two factors of the school creativity management and the resources, and about 78% of the educational performances were explained by the school creativity management, the resources and the organizational competence. In the results of identifying the direct and indirect influences of the school creativity management and the resources on the organizational competence and the differentiation advantage, it represented that the school creativity management and the resources not only had direct influences on the organizational competence and the educational performances but also had indirect influences on the educational performances. Specifically, the standardized direct effects of the school creative management and the resources on the organizational competence were represented as .709 and .284, respectively. the direct effects of the organizational competence, the resources and the school creativity management on the educational performances were represented as .421, .286 and .228 in order, and in the total effects on the educational performances, the school creativity management represented to be highest as .527 and the organizational competence and the resources were represented as .421 and .405 in order. In this study to identify the structural relations among the school creativity management, the resources, the organizational competence and the educational performances, the organizational competence was established as a parameter, and it was intended to test to what degree the organizational competence actually mediated the influences of the school creativity management on the educational performances of the school. In the results of testing the statistical significance by the bootstrapping method, the mediation effects was represented to be significant at the level equal or less than .01.
The purpose of this study is to explore the sub-factors of the school creativity management and to determine what influences and through what course the school creativity management has on the educational performances. The resource-based view was established as a theoretical perspective to achieve above purpose, and through that, the conceptual model that the school creativity management and the resources influence on the educational performance through the organization competence was drawn. In addition, from the results of examining the precedent studies, the 5 components were established as components of the school creativity management; diversity, autonomy, redundancy, connectivity and flexibility. Also, for the components of the resources, the intangible resources and the human resources, and the for the components of the organizational competence, the idea deduction ability and the problem solving ability, and for the components of the educational performances, the performance advantage and the satisfaction advantage were established, respectively. Based on the preceding studies, each variable was defined to be operational, based on which the questionnaire tools were made and the questionnaire survey was performed for the teachers of 20 elementary schools having 30 or more classes located in 10 cities in Gyeongbuk region. As a result, total 690 questionnaire were collected and in the exploratory factor analysis to test the validity of the questionnaire tools, the factors were classified into total 11 factors. In the results of reliability test to determine the internal consistency of the survey questions, it represented that the reliability level for the measured items were secured as all the Cronbach's alpha coefficients showed the higher values than .874, the higher scores than the baseline. In the confirmatory factor analysis for the sub-factors of the school creativity management, the correlation matrix among the sub-factors were represented in the range between .756 and .848, it was analyzed to satisfy the requirement for the multi-collinearity, and the validity of the model was recognized since all the fit indexes of the measured model were represented to satisfy the criteria as TLI, GFI, CFI, IFI, SRMR, and RMSEA were represented as .979, .976, .989, .012, and .078, respectively. In the results of analyzing the structural equation model to identify the structural relations among the school creativity management, the resources, the organizational competence, and the educational performance, the range of correlation were represented from .533 to .884 showing the significant relations, and it was observed that there was no problem in the multi-collinearity as the tolerance limit and the variance inflation factor were represented in the range of .181 and .434 and of 2.305 to 5.511, respectively. In the goodness of fit test to draw the casual relations among the variables, TLI, GFI, CFI, IFI, SRMR, and RMSEA were represented as .933, .906, .955, .955, .028, and .126, respectively. Although the RMSEA index was represented to be inappropriate, since the number of observed variables for the unobserved variables was very few as they were only two except the school creativity management in the established theoretical model for this study, the RMSEA index was judged to be inappropriate to determine the fitness of the model. Therefore, considering the other indexes for the goodness of fit except the RMSEA index, it was judged that there was no problem to accept the theoretical model of this study. In the results of examining the influences among the variables through the standardized regression coefficients, the school creativity management and the resources represented to have influences of .709 and .284 on the organizational competence, respectively, and the influences of the organizational competence on the educational performance was represented as .421. The direct influences of the school creativity management and the resources on the educational performance were represented as .228 and .286, respectively. In addition, it was analyzed that the organizational competence was explained about 88% by two factors of the school creativity management and the resources, and about 78% of the educational performances were explained by the school creativity management, the resources and the organizational competence. In the results of identifying the direct and indirect influences of the school creativity management and the resources on the organizational competence and the differentiation advantage, it represented that the school creativity management and the resources not only had direct influences on the organizational competence and the educational performances but also had indirect influences on the educational performances. Specifically, the standardized direct effects of the school creative management and the resources on the organizational competence were represented as .709 and .284, respectively. the direct effects of the organizational competence, the resources and the school creativity management on the educational performances were represented as .421, .286 and .228 in order, and in the total effects on the educational performances, the school creativity management represented to be highest as .527 and the organizational competence and the resources were represented as .421 and .405 in order. In this study to identify the structural relations among the school creativity management, the resources, the organizational competence and the educational performances, the organizational competence was established as a parameter, and it was intended to test to what degree the organizational competence actually mediated the influences of the school creativity management on the educational performances of the school. In the results of testing the statistical significance by the bootstrapping method, the mediation effects was represented to be significant at the level equal or less than .01.
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