初等敎師의 自律性에 대한 認識과 職務滿足度에 관한 硏究

Abstract

The following three issues of study were selected by adopting as the task the relationship between the teacher's perception of autonomy and degree of job satisfaction that is most important in the domain of educational activity: Firstly, what difference is there in the teacher's perceptional degree of autonomy in accordance with sex, age, the establishment of the school, and teaching career. Secondly, what difference is there between job satisfaction factors in accordance with sex, age, the establishment of the school, and teaching career? Thirdly, what correlation is there is between the autonomy and job satisfaction factors of the primary school teacher. The tool used in this study was two kinds of questionuaires, and in data processing scores were calculated by alloting points to questions on Likert's five-stage value rating scale. To resolve the first and second issues of study the t-test was made of those mathers related to sex and the establishment of the school. And the F-test ws made of those matters relevant to age and teaching career. To resolve the third issue of study. Person's product - moment coefficient was calculated. And the level of significance of statistical values was judged at level of p<0.05, P<0.01, and p<0.001. The following conclusion could be arrived at in this study: 1) As a result of analyzing the autonomy and job satisfaction factors of the primary school teacher, it was relvealed that the female teacher had a lower degree of job satisfaction than the male teacher. This indicates that the female teacher tends to perform her teaching profession with a vulgar and common occupational view. Especially, it would be the undersirable phenomenon that the female teacher has a low degree of perception on autonomy in the reality that the number of female teacher is larger than that of male teachers in the primary school. 2) As a result of analyzing the autonomy and job satisfaction factors of the primary school techer, it was revealed that the older the teacher was the higher his/her perceptional degree of autonomy was, and that the older the teacher was the higher the degree of satisfaction through job stisfaction factors was. But the adverse phenomenon took place rather in the degree of satisfation with the working condition. That is, it was shown that the teacher in the fifties had a lower degree of satifaction with the working condition than those in the thirties and forties. 3) As a consequence of analyzing the autonomy and job satisfaction factors of the primary school teacher by the establishment of the school it was revealed that there was not a significant difference. The teacher in the public school had a higher perceptional degree of autonomy than the teacher in the private school. and showed a high degree of satisfaction with job satisfaction factors. Compared with the case in the past, it can be said to be a very opposite result. This indicates that the public school had made many efforts to be institutionally trasformed and there have been big changes in the respect of investment in plant and equipment. The changes in the perception of autonomy and the degree of job satisfaction in the primary school teacher suggest that institutional support should be given to the teacher and support be given to facilities. 4) As a consequence of analyzing the automony and job satisfaction factors of the primary school teacher in terms of teaching career, it was revealed the younger the teacher was the lower perception degree of autonomy the teacher had and the lower degree of satisfaction through job satisfaction degree the teacher had. But, seeing that the teacher with the teaching career of 10--20 years had a low degree of satisfaction than the teacher with the career of 5∼10 years in terms of the working condition, this can prove that the working condition matching the perception of the teacher on autonomy is not satisfactorily provided. 5) As shown in the correlation between autonomy and job satisfaction, the job condition had the highest correlation with autonomy. When these findings are comprehensively examined, it can be seen that the teacher is faithful to constant self-training and children instruction, his/her inherent job as the perception of the teacher autonomy is higher. Therefore, institutional support should be given to the further enhancement of the teacher's autonomy.