학교의 학습조직화 저해요인에 대한 질적 연구:대학입학사정관제 도입에 따른 적응적 학습을 중심으로

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 29권 / 4호
· 저자명 : 이주연

목차

Ⅰ. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 학교 학습조직화 과정의 저해요인
Ⅴ. 학교의 학습조직화를 위한 학습 지원
참 고 문 헌

초록

이 연구는 외부 교육환경 변화에 적응하기 위해 학교가 조직학습을 시도하는 과정에서 어
떠한 어려움을 당면하게 되는지 살펴봄으로써, 학교를 학습조직으로 구축하기 위한 시사점을
모색해보려는 데 목적을 가지고 있다. 이를 위해 최근 고등학교 교사들의 새로운 관심사로
부각되고 있는 ‘대학입학사정관제의 도입’을 조직이 적응해야 할 외부환경 변화로 간주하고,
대학입학사정관제에 대응하기 위해 노력하고 있는 전국 11개 고등학교를 대상으로 질적연구
를 수행하였다. 분석결과, 조직이 외부변화에 대응하기 위해 적응적 학습을 하는 과정에서 (1)
조직구성원들의 경직된 사고, (2)학교장의 지지 부족, (3)목적 있는 상호작용의 부족, (4)업무의
과부하 및 지원 부족, (5)개인의 두각을 용인하지 않는 관료적인 학습문화, (6)학습주도 교사
의 전직과 전근이라는 총 여섯 가지 저해요인이 조직학습을 방해하는 것으로 도출되었다. 이
연구는 각각의 조직학습 저해요인에 따른 학습 지원방안을 제안하였다.

영어초록

This study investigates what kinds of obstacles schools face in transforming into learning
organizations. Recently, schools in Korea had to adapt to a totally new college admission
system policy when the Admission Officer System(AOS) was introduced by the government
in 2008. In order to cope with the AOS, the schools had to learn about the system, and to
change their curriculum to provide students with opportunities succeed within this system.
The researcher concerned on schools which were attempting to adapt AOS. Cases for the
study were chosen using purposive and snowball sampling strategy. Finally, 11 high schools
were chosen as the participants in this study and in-depth, semi-structured interviews were
conducted with the change agent at each school.
Six barriers to transform schools into learning organizations were drawn from the case
schools. (1)Inflexibility: Due to their inflexibility, some participants were unconcerned about
the AOS, therefore unwilling to learn further about the new admission system. Instead, they
stuck to the familiar pre-existing entrance system. (2)Lack of principal’s support: In most
cases in this study, the principals were open to changes and supported the teachers’
adaptive learning. However, in one case, although the change agent was a renowned expert
on AOS in Korea, he failed to promote organizational learning in his school due to the
indifference of the principal. (3)Insufficient interaction: the teachers did not share their
knowledge enough because there were few opportunities to interact related to AOS.
(4)Overwork: One of the most serious and practical obstacles is the work overload required
to adapt to the AOS. (5)Bureaucratic culture: teachers were unwilling to tolerate one
particular teacher taking a leadership role in reforming the school due to collectivistic
cultural influences. (6)Turnover of change agents: A change agent’s knowledge of AOS was
often lost from the organization in his/her turnover.
In conclusions, this study provided some suggestions to transform schools into learning
organizations.

참고자료

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