인문계 고등학교 교사의 역할갈등과 직무수행과의 관계 연구
(A) Study on the Relation Between Role Conflict and Job Performance of a Teacher of Humanities-Course High School
인문계 고등학교 교사 역할갈등 직무수행 학교조직;
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1. Purpose The purpose of this study is to examine to what extent teachers of a humanities-course high school feel the role conflict, and to find out what the conflict has to do with job performance. In addition, another purpose of the study is to arrange for an opportunity for teachers to lead a teaching life more pleasantly in the job performance, by helping them find answers to solve such conflicts. First of all, through a theoretical study, it is examined what kinds of role conflict and job performance the teachers group has, and then empirical study is performed by setting up lower factors of each of them. And, in order to help in improving the teachers' competence of job performance, by analyzing what the teachers' role conflict has to do with their job performance and finding out concrete solutions to such conflicts, the study subjects are established as follows; First, what is the overall tendency of high-school teachers' role conflict according to the changing factors of background? Second, what is the overall tendency of high-school teachers' job performance according to the changing factors of background? Third, what relation is formed between the role conflict and job performance of high-school teachers? 2. Method In this study, I set up 4 basic changing factors of the role conflict such as teacher's role, role ambiguity, conflict with a supervisor and self conflict, and 5 basic changing factors of the job performance such as learning guidance, life guidance, business treatment, desire for work and scholastic guidance. After setting up total 58 question items for respective changing factors, I distributed 500 sheets to the public humanities-course high schools in Gyeongsangnamdo province and got 477 sheets (95.4%) answered, and carried out the statistical processing and F test, using SPSS Program. 3. Result The results of the research study can be summarized as follows. First, the overall tendency of the role conflict showed the mean value of 2.71. The results depending the changing factors of background are as follows. In gender factor, it was shown that a male teacher has lower role conflict than a female teacher. In career factor, the longer career a teacher has, the lower role ambiguity, a conflict with a supervisor and a self conflict he or she has. Further, in duties, it can be seen that a chief teacher has a lower conflict and is leading a more positive school life than an ordinary teacher and in working region, it was shown that teachers in rural (Eup and Myeon) regions feel less role ambiguity and self conflict. Second, the overall tendency of job performance showed the mean value of 3.47. In lower changing factors, the value was getting higher in business treatment, desire for work, learning guidance, scholastic guidance, and life guidance in turn. In changing factors of background, the meaningful difference was shown in gender, a teaching career, duties, and a working region. It can be suggested that the difference is being shown in the competence of job performance according to gender of teachers of a humanities-course high school, and that teachers and chief teachers with lots of teaching careers and working experiences are performing the teaching with positive attitude and confidence. Meanwhile, the meaningful difference was not shown depending a grade in charge except the size of a school and scholastic guidance. But in working region, it was shown that people working in Eup and Myeon regions than teachers working in city areas have higher values in learning guidance, business treatment and desire for work, and it was shown that the meaningful difference exists in partial aspects. Also, for overall job performance, teachers are recognizing rather positively life guidance, learning guidance, business treatment and desire for work as well as scholastic guidance which is a goal of a humanities-course high school, and they are sparing more time for duties of this area. Third, in the relation between the whole role conflict and the whole job performance of teachers of a humanities-course high school, there is a reverse correlation. It can be said, among the lower factors of role conflict, conflict with a supervisor has a less negative influence on the job performance than other factors of role conflict. However, if the role conflict exists extensively, there is a very close reverse correlation especially between the business treatment and the desire for work, and when a teacher does not acquire a clear status in school, that is, he or she has role ambiguity, the competence of job performance decreases.