본 연구는 부산교육종단연구 제1차년도 데이터를 사용하여 학교 내 학습조직 풍토 효과를 중심으로 교직만족도에 미치는 영향요인들 간의 구조적 관계를 살펴보고자 수행되었다. 또한 학교의 설립유형에 따라 이러한 구조적 관계에 어떠한 차이가 존재하는지 파악하기 위해 다집단 분석을 실시하였다. 구조방정식 모형 분석 결과는 다음과 같다. 먼저, 학교장의 변혁적 리더십, 학습조직 풍토, 교사효능감 등이 교직만족도에 유의미한 정적 효과를 발휘하는 것으로 확인되었다. 특히, 학습조직 풍토는 교직만족도에 직접적인 영향력을 발휘할 뿐만 아니라 간접적으로도 교사효능감, 교사협력을 매개로 긍정적인 영향력을 발휘하는 것으로 확인되었다. 한편 이러한 학습조직 풍토는 학교장의 변혁적 리더십에 강력히 영향을 받는 것으로 나타났다. 또한 다집단 분석 결과, 사립학교 교사집단의 경우에만 학교장의 변혁적 리더십이 교사협력에 긍정적인 영향을 미치는 것으로 판명되었다. 이상의 연구결과를 토대로, 교사의 교직만족도를 높여 학교조직의 효과성을 제고하기 위해서는 학교에서 교사들이 서로의 지식과 경험을 공유하는 학습조직을 활성화시킬 수 있도록 지원을 확대해 나가야 할 것을 제언하였다.
Drawing on the first wave data from Busan Education Longitudinal Study in 2016, this study investigates the structural relationships among the determinants of teachers’ job satisfaction by paying attention to the role of learning organization climate in schools. It also examines how the structural relationships vary by types of school establishment. The results of structural equation modeling(SEM) analysis show that transformational leadership of the principal, learning organization climate of the school, and teacher efficacy have a significant positive effect on teachers’ job satisfaction. In particular, it is identified that the learning organization climate of the school has a direct effect on the teachers’ job satisfaction and also has an indirect effect on it via teacher efficacy and teacher cooperation. Meanwhile, this learning organization climate is strongly influenced by the transformational leadership of the school principals. Next, the results from multi-group analysis show that the transformational leadership of the school principals positively affects teachers' cooperation only in the private school teachers' group. Based on the results above, it is suggested that in order to increase the teachers’ job satisfaction and to improve the effectiveness of school organization, the support should be expanded so that teachers can activate learning organizations in which they can share their knowledge and experience.
Drawing on the first wave data from Busan Education Longitudinal Study in 2016, this study investigates the structural relationships among the determinants of teachers’ job satisfaction by paying attention to the role of learning organization climate in schools. It also examines how the structural relationships vary by types of school establishment. The results of structural equation modeling(SEM) analysis show that transformational leadership of the principal, learning organization climate of the school, and teacher efficacy have a significant positive effect on teachers’ job satisfaction. In particular, it is identified that the learning organization climate of the school has a direct effect on the teachers’ job satisfaction and also has an indirect effect on it via teacher efficacy and teacher cooperation. Meanwhile, this learning organization climate is strongly influenced by the transformational leadership of the school principals. Next, the results from multi-group analysis show that the transformational leadership of the school principals positively affects teachers' cooperation only in the private school teachers' group. Based on the results above, it is suggested that in order to increase the teachers’ job satisfaction and to improve the effectiveness of school organization, the support should be expanded so that teachers can activate learning organizations in which they can share their knowledge and experience.
