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NTIS 바로가기한국지역사회생활과학회지 = The Korean Journal of Community Living Science, v.28 no.3, 2017년, pp.447 - 460
The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as f...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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유아교육기관이란 무엇인가? | 유아교육기관은 영ㆍ유아를 보호하고 교육하는 목적을 설정하고 그러한 성취를 위한 교육환경과 직무구조로 운영되고 있는 조직으로 질적으로 우수한 교육실현을 위해서는 조직 내 구성원들의 긍정적 상호작용을 바탕으로 자신의 업무에 만족하고 집중하여야 조직의 성과에 도달할 수 있다(Kim & Kim 2012). 다른 조직보다 규모가 작고, 긴밀한 인간관계를 요구하는 유아교육기관 조직에서도 효율적인 운영을위해 교육 목적이 있어야 하고, 그 목적을 이루기 위해서 유아교육기관은 운영관리, 인력관리, 조직관리, 학급관리, 가정 및 지역사회관리 등 많은 요인에 대해 고려해 볼 필요가 있다. | |
어린이집의 조직 내에서 구성원 간 상호작용을 하는 교사들과 관련 된 요인의 조직효과성에 대해 살펴볼 필요성이 제기된 이유는 무엇인가? | 조직 성공은 조직구성원 개인의 만족감과도 연결되기 때문에 조직의 발전을 위해서는 조직의 목표뿐 아니라 조직 구성원의 목표를 함께 고려해야 한다(Lee 2006). 어린이집도 다른 조직과 마찬가지로 조직 구성원들은 자신의 업무에 만족하고 몰입하며, 구성원 서로간의 상호작용을 통해 교육목적을 효과적으로 달성해야 유아교육의 긍정적 성과와양질의 교육을 실현 할 수 있다(Kim 2012). 즉 어린이집의 조직 내에서 구성원 간 상호작용을 하는 교사들과 관련 된 요인의 조직효과성에 대해 살펴볼 필요성이 제기되었다. | |
조직효과성의 심리적, 내재적 차원의 측정기준은 무엇이 있는가? | 즉 비영리조직의 경우 직무만족, 조직헌신 등 주관적 지표활용을 통한 조직효과성 측정이 이루어지고 있으며 측정 기준은 목적적, 수단적 차원 보다 심리적, 내재적 차원의 효과성 측정을 통한 검증에 더 많은 비중을 두고 있다. 조직효과성의 심리적, 내재적 차원의 측정기준을 살펴보면 Campbell(1977)은 직무만족, 동기부여, 사기, 통제, 갈등과 응집, 유연성, 적응력, 조직목표내면화, 안정성, 인적자원가치, 이직, 전직 등을 제시하였으며 Gibson(1994)은 직무만족도, 적응성, 발전성을 제시하였고, Kim(1983)은 직무만족, 조직적응성을 제시하였다. 비영리조직에서의 조직효과성 향상은 생산성과 조직의 직무성과의 개념에서 넘어서 조직구성원의 삶의 질 향상의 가치 실현의 중요성을 강조한다(Lee2013). |
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