earticle

영어

A teacher is the main which strongly influences on the educational activities, and plays the most important role in the improvement of the students' learning abilities and school atmosphere. Comprehensive consideration on the different kinds of variables is needed to understand which variables are related with the teachers' job satisfaction. Thereby, a study was conducted on the relation between independent variables which are conflict occurrence and personality traits influencing job satisfaction, and parameters which are conflict solution and group atmosphere.
The following results were came out through this study.
The answers of personality traits turned out to be 'adaptable(77.4%)', 'aggressive(15.6%)', 'regressive(7.0)' in order of frequency. Conflict-solving ways turned out to be different according to the personality traits. 'Aggressive' and 'adaptable' traits have 'cooperation', 'adaptation', 'compromise' and 'avoidance', and 'regressive' has 'cooperation' and 'avoidance' at a same level, 'compromise' and 'adaptation' in order of frequency. That is, the preference of 'cooperation' for 'adaptable' among personality traits and conflict-solving factors was highest. Job satisfaction appeared most in the aspects of views on teaching, human relationship and promotion. Especially, job satisfaction on the factors of 'aggressive*compromise' appeared over 4.0.
The high preference for friendly and humane atmosphere in 'adaptable' appeared related with personality traits and group atmosphere. Job satisfaction turned out to be 3.6 at its highest in adaptable and friendly atmosphere, and 2.63 at its lowest in regressive and onlooking atmosphere.
There are meaningful differences in the relation with independent variables and parameters respectively. That is, in the respect of relation between conflict occurrence and personality traits, 'regressive' caused more conflict and 'adaptable' did least conflict. And in the respect of relation between group atmosphere and conflict-solving factors, 'cooperation' was preferred in friendly mood and 'avoidance' in onlooking mood. However, 'compromise', 'adaptation' and 'cooperation' were chosen impartially.

한국어

이 연구는 학교조직의 갈등발생과 성격특성이 교사의 직무만족도에 미치는 영향을 알아보는데 있다.
이 연구를 통하여 다음과 같은 결론을 얻을 수 있었다.
성격특성은 응답자 빈도가 ‘순응형(77.4%)>공격형(15.6%)>후퇴형(7.0)’ 순이다. 성격특성에 따라 갈등해결방법이 다르게 나타났다. 공격형과 순응형은 ‘협력>적응>타협>회피’이고, 후퇴형은 ‘협력=회피>타협>적응’순이었다. 즉 성격특성과 갈등해결요인 중 순응형으로 ‘협력’요인의 선택비율이 가장 높았다. 직무만족도요인 중 교직관, 인간관계, 인사관계 측면에서 직무만족도가 높았다. 특히‘공격형*타협’요인에서 4.0이상의 높은 직무만족도를 보였다. 성격특성과 조직분위기요인과의 관계에서는 순응형 성격으로 친교적, 인간지향 분위기를 선호하는 경향이 높았다. 직무만족도에서는 순응형 친교적 분위기 일 때가 3.6으로 가장 높고, 후퇴형 방관적 분위기일 때 2.63으로 가장 낮았다. 독립변수와 매개변수와의 각각의 관계는 유의한 차이가 있다. 즉 갈등발생과 성격특성요인과는 후퇴형 성격이 갈등발생이 높고, 순응형 성격이 가장 낮았다. 조직분위기와 갈등해결요인과는 친교적일 때 ‘협력’을 선호하고 방관적일 때 ‘회피’ 선호경향이 높으나 ‘타협’, ‘적응’, ‘협력’을 고루 선택하고 있다.