earticle

영어

The purpose of this study is to find and explain the effects of school characteristics as a learning organization on teachers' professionalism. The results of the analysis are as follows: Firstly, there are differences in the domains of knowledge and performance, while there is not difference in the domain of attitude. This result is the same for both elementary and middle schools. Secondly, 'Conversation and cooperation' and 'system connectedness' are the most important elements that cause the difference of teachers' professionalism among schools. The 'conversation and cooperation' variable positively influences on elementary school teachers' knowledge and performance and middle school teachers' knowledge. Also 'system connectedness' influences on elementary school teachers' knowledge and middle school teachers' knowledge and performance positively. However, in elementary schools, 'a system to share knowledges' and 'the principal's learning-supportive leadership' influence on teachers' knowledge negatively. Based on these results of analysis as suggested above, the conclusions of this study are as follows: Firstly, although teachers' professionalism is strongly influenced by teachers' individual characteristics, it can be marginally improved by school's characteristics as a learning organization. Secondly, the learning organization helps teachers improve both their theoretical and practical ability. This point is more meaningful than those in the existing literatures related to learning organization, which mainly focus on the effects of teachers' practical professionalism. Thirdly, different strategies are necessary for improving elementary and middle school teachers' professionalism. To improve both the knowledge and performance of elementary school teachers, it is indispensable to create a collaborative mood in the school. In addition, the school should be managed by 'systems thinking' to improve both the knowledge and performance of middle school teachers. I proposed policy suggestions as follows: Firstly, school administrators should prepare specific strategies for teachers to enhance their autonomy and to share accountability. Secondly, collaboration and connection between schools and communities are necessary for schools to play a role as a learning organization. Thirdly, this study provides some political suggestions for pre-service and in-service education.

한국어

이 연구의 목적은 학습조직으로서의 학교가 교사전문성에 미치는 영향을 탐색하는 데 있다. 분석을 위해 연구자는 서울시 공립 초등학교 50개교와 중학교 50개교를 표집하여 질문지 조사를 하였다. 제2수준 위계적 선형 모형(HLM) 분석 결과, 첫째, 초등학교와 중학교 교사의 전문성은 교사 개인 특성에 따라 강하게 영향을 받지만, 학교가 학습조직으로서의 여건을 갖춤에 따라 미약하게나마 그 수준을 높일 수 있다. 둘째, 학교가 학습조직으로서의 특성을 가지는 것은 교사의 이론적 지식과 실천 능력 모두에 어느 정도 영향을 미치는 것으로 나타났다. 셋째, 요소별 효과를 살펴보면 초등학교와 중학교 교사의 전문성에 정적인 효과를 보이는 변인은 대화와 협력, 시스템 연계 변인이었고 교장의 학습중심 리더십과 지식공유 시스템 변인은 초등 교사에게 부적 효과를 보였다. 이러한 분석 결과는 교사전문성을 신장시키기 위해 교사 간 협력적 상호작용을 활성화하는 방향으로 학교가 운영되어야 하고, 학교와 관련된 다양한 조직과 구성원들의 학교 운영 참여 과정을 체계화해야 할 뿐 아니라 학교라는 일상의 장에서 전문성 개발이 이루어지도록 교사교육 프로그램이 개발될 필요가 있음을 시사한다.