幼兒敎師가 지각한 임파워먼트와 組織獻身性과의 關係 硏究

Abstract

The purpose of this study was to research and analyze the relationship between early childhood educators' perceived empowerment and organizational commitment and consider the improvements helpful for the smooth operation of the early-childhood educational institution. For this purpose, it attempted to establish the theoretical basis through related literature and research papers and conduct the questionnaire research for 278 teachers working at some early-childhood educational institutions located in Seoul. And it employed the measurement instrument for using early childhood educators' empowerment by modifying and complementing SPES, the scale for rating empowerment within the school environment studied by Short and Rineheart, used by Kim Jeong-hee(2007) in "A Study on the Director's Leadership and Early Childhood Educators' Empowerment and Organizational Effectiveness". And the questionnaire concerning organizational commitment included: Choi Jong-won's questionnaire translated and used from the Organizational Commitment Questionnaire(OCQ) developed to measure organizational commitment in conducting "a study to identify the correlation between organizational commitment, job satisfaction and turnover by professors Porter, Mowday and Steer to measure the level of teachers' commitment to the school organization; and Kim Jeong-sook's questionnaire used to conduct 'A Study on the Relationship between Kindergarten Teachers' Perceived Leadership Type of the Kindergarten Director and Teachers' Commitment. Collected data were statistically analyzed with the use of the SAS program at the significance level of p<.05, p<.01, p<.001. In the concrete data-processing method, one-way ANOVA and correlation analysis were conducted to investigate the relationship between early childhood educators' perceived empowerment and organizational commitment according to teachers' background fators. 석(one-way ANOVA). And it employed Scheffé method as the ex post analysis. As a result, the following findings were obtained: First, it was found that there was a significant difference in early childhood educators' perceived empowerment according to their background factors. That is, there was a significant difference in early childhood educators' empowerment between better-educated educators and the others. The early childhood educators who were older, and the longer educational background and a short period of educational employment showed a higher awareness of empowerment than any other teacher. Especially, it was found that they had a high level of awareness of the subfactor of speciality enhancement. This is because teachers' empowerment has an influence on the enhancement of speciality by enabling them to exercise intellectual stimulus and triggering the internal motive. Accordingly, teachers working at the early-childhood educational institution, who were old, and the longer educational background and a short period of educational employment had a high perception of empowerment. So, to increase teachers' empowerment, it is necessary to foster a diverse organizational environment so that the teacher with a long period of employment may not fall into mannerism. Second, it was found that there was a significant difference in teachers' perceived organizational commitment according to their background factors. teachers working at the early-childhood educational institution, who were old, and a longer educational background and a short period of educational employment had a higher perception of organizational commitment than any other teacher. Especially, it was found that they had a high perception of the loyalty subfactor. Accordingly, it is necessary to consider the scheme to present a high perception of the loyalty factor that had an effect on organizational commitment among teachers working at the early-childhood educational institution, who were young, and a short longer educational background and a short period of educational employment. The teachers working at the early-childhood educational institution, who were young, and a short longer educational background and a short period of educational employment showed a low perception of organizational commitment, which is because early childhood educators have a short life of teaching profession on account of marriage or childbirth. Therefore, it is necessary to generalize maternity leave to the teachers working at the early-childhood educational institution and improve their awareness for them to make voluntary use of it. Third, it was found that there was a significant correlation between teachers' perceived empowerment and organizational commitment. Teachers should identify the organizational goal with their value, consider the job of the early-childhood educational institution as their job and perform their job voluntarily with a sense of attachment to the organization in order to increase organizational commitment to the maximum. And they should make efforts to increase self-efficacy and self-determination in order to participate in active decision-making process and enhance their speciality in organizational activity. Organizational commitment through teachers' empowerment can enhance educational performance and quality and assist in the smooth operation of the early-childhood educational institution.