평생교육사의 네트워크 과업 수행능력과 직무만족도

서지정보

ㆍ발행기관 : 한국상담평가학회 ㆍ수록지정보 : 상담평가연구 / 3권 / 1호
ㆍ저자명 : 조정현

목차

서 론
연구방법
연구결과
논의 및 결론
참고문헌

한국어 초록

본 연구는 평생교육현장에 종사하는 평생교육사의 네트워크 활동에 대한 인식을 살펴보고, 네트워크과업 수행능력과 직무만족도와의 관계가 어떠한가를 분석하는데 초점을 맞추었다. 본 연구는 전국의 평생교육기관에 근무하는 평생교육사를 대상으로 On-line 및 Off-line설문지 조사를 실시하였으며, 125부의 유효 부수로 SPSSWIN(version15.0) 통계 패키지 프로그램을 사용하여 분석하였다. 주요 통계방법으로는 기술통계 분석, 상관관계분석, 변량분석을 실시하였으며 사후분석으로 Scheffe-test를 통해 차이가 있는 집단을 확인하였다. 본 연구의 결과는 다음과 같다. 첫째, 평생교육사의 네트워크 활동에 대한 인식을 살펴보면, 네트워크목적은 정보수집과 성공적인 사업 수행이 가장 많았고, 상대에 대한 인식을 살펴보면 소속기관 내 직원들과 가장 많은 네트워크 활동을 하였다. 네트워크 갈등에 대한 인식을 살펴보면 친숙하지 않은 상대방과 네트워크 하는 것이 가장 높게 나왔다. 둘째, 네트워크 수행능력을 활발히 하는 사람은 동료와의 관계가 원활한 것으로 나타났으며, 전반적으로 모든 부분에서 각 그룹간의 차이가 유의미하며, 이것은 네트워크과업 수행능력이 평생교육사의 직무만족에 관련성이 있음을 의미한다. 이상의 연구결과를 통해 내린 결론은 평생교육 기관이 지역평생교육의 거점으로 효율적인 기능을 하기 위해서는 네트워크 자질과 역량을 가진 사람이 평생교육 업무를 담당해야 하며, 평생교육사의 네트워크 과업 직무를 체계화하고 전문화하여 평생교육사들이 만족스럽게 일 할 수 있는 환경을 조성해야 한다.

영어 초록

This study focused on examination of the recognition about lifelong educator's network behavior and analysis of the relationship between the pattern of network behavior and competency to perform network task and job satisfaction. For this purpose, the following hypotheses were established. First, What is the perception of educator's networking behavior based on lifelong educator's general characteristics? Second, is there any relationship between lifelong educator's network behavior and competency to perform network task. This survey was established with lifelong educators in lifelong education institution over the whole country by the use of both on line and off-line questionnaire. The valid data were collected from 125 lifelong educators. Using statistical package for social science for windows(SPSSWIN, version 15.0), the following statistical techniques were performed on the collected data: t-test, frequency analysis, descriptive analysis, correlation analysis, ANOVA and Scheffe-test. The results of this study were as follows: First, with examining the perception of lifelong educator's network behavior, the major purpose of networking was mainly to collect information and successful task performance. After adjusting for age, lifelong educators had the largest amount of networking behavior with co-worker in their institution. lifelong educator's motives were to accomplish the collaboration purpose and their networking's partners were mostly co-worker in their institution. In addition, with examining the purpose of networking on the working pattern, regular employee's purpose was a successful task performance but irregular employee's purpose was to collection information. Third, this study shows that lifelong educators who actively performed network task had good relationships with their co-work and each group had a meaningful difference on overall every part. It shows that the competency to perform network tasks is related to the job satisfaction of lifelong educators. The suggestions were made as follows. First, in order to improve lifelong educator's specialty, it is necessary to develop measurement instruments on lifelong educator's network task. Second, it is necessary to formulate the policy and plan to improve lifelong educator's specialty. Third, lifelong educators who have licensed should be placed to take a charge of lifelong task. In order to function their effective roles as a local lifelong education base, lifelong educators who have network capacity and quality should be in a charge of lifelong task. And lifelong education institution should systematize and specialize lifelong educator's network task and create the atmosphere to make lifelong educator satisfied.

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