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본 연구는 유치원 교사의 개인․기관변인에 따른 심리적 안녕감과 협동적 조직문화 인식을 알아보고, 심리적 안녕감과 협동적 조직문화의 관계를 규명하는데 목적이 있다. 연구의 결과는 첫째, 유치원 교사가 인식하는 심리적 안녕감은 교사의 연령이 높을수록 자율성과 삶의 목적이 높고, 기혼일수록 심리적 안녕감 전체와 자율성, 환경 통제력, 자기수용이 높으며, 대학원재학 이상일수록 자율성이 높았다. 4학급 이상 6학급 이하 규모의 기관 교사일수록 환경 통제력과 긍정적 대인관계가 높았다. 근무시간이 짧을수록 심리적 안녕감 전체와 환경 통제력, 자기수용이 높았으며, 월급여가 많은 교사가 자율성이 높게 나타났다. 둘째, 유치원 교사가 인식하는 협동적 조직문화는 35세 이상일수록, 기혼일수록, 교직경력이 6년 이상일수록 동료적 지원에 대한 인식이 높고, 교육정도가 높을수록 협동적 조직문화 전체와 모든 하위요인에 대한 인식이 높았다. 또한 근무하는 기관의 규모가 작을수록, 근무시간이 짧을수록 협동적 조직문화 전체와 협동적 지도성, 전문성 개발, 목적 일치성, 동료적 지원을 높게 인식하였다. 반면, 사립 유치원 교사일수록, 월급여가 150만원 미만일수록 근무하는 기관의 협동적 조직문화와 모든 하위요인에 대해 낮은 인식을 보였다. 셋째, 유치원 교사가 인식하는 심리적 안녕감과 협동적 조직문화는 정적 상관을 나타냈다.


The purpose of this study is to investigate the difference of kindergarten teachers' perceived psychological well-being and collaborative culture of kindergartens according to teachers' personal and facilities' variables, and to analyze the relationship between psychological well-being and collaborative culture of kindergarten. Subjects for this study are 307 kindergarten teachers working in public or private kindergartens located in Seoul and the research tools, Psychological Well-Being Scale, developed by Ryff(1989), and School Culture Survey tool, developed by Gruenert(1998), was used. The results of this study are as follows. First, the older teachers are, the stronger autonomy and purpose in life they have. Married teachers show higher psychological well-being, especially on autonomy, environmental mastery, and self-acceptance than unmarried teachers. Teachers with graduate degrees or in graduate schools appear to have higher autonomy than teachers with a bachelor' degrees. Moreover, teachers working in kindergartens with 4 to 6 classes are revealed to have higher environmental mastery and stronger positive relations with others. Teachers who work less than 10 hours a day, are shown to have higher psychological well-being, especially on environmental mastery and self-acceptance. Teachers with high salary carry out higher autonomy than those with low salary. Second, teachers who are more than 35 years old, are married, or have more than 6-year teaching career appear to perceive collegial support more highly than other teachers. Teachers with higher education levels show more highly perceived collaborative culture of kindergartens and its subordinates. Additionally, the smaller scale kindergartens are, the stronger collaborative culture, collaborative leadership, professional development, unity of purpose, and collegial support are formed. The less teachers work, the stronger perceptions on collaborative culture and all of its subordinates except teacher collaboration they have. Teachers with the lowest monthly wage are shown to have the lowest perceptions on collaborative culture and its subordinates. Third, there is a positive correlation between psychological well-being of teachers and collaborative culture in kindergartens. Subordinate factors of psychological well-being have positive relationships with subordinate factors of collaborative culture, as well. Especially, teachers' positive relations with others of psychological well-being helps to improve professional development of collaborative culture.