유아교육기관 멘토-멘티의 행동유형에 따른 초임교사의 조직몰입과 직무만족 (Differences of Organizational Commitment & Job Satisfaction of Beginning Teachers According to Behavior Types of Early Childhood Educational Institution mentors-mentees)

서지정보

· 발행기관 : 한국아동교육학회
· 수록지 정보 : 아동교육 / 20권 / 3호 / 51 ~ 68페이지
· 저자명 : 김수영, 조혜진

초록

본 연구의 목적은 유아교육기관 멘토와 멘티의 DiSC 행동유형에 따른 초임교사의 조직몰입과 직무만족의 차이를 규명하는 것이다. 부산지역 어린이집과 유치원의 경력교사 132명과 초임교사 132명, 총 264명(132쌍)을 대상으로 설문조사를 실시하였다. 연구결과, 첫째, 유아교육기관 멘토와 멘티의 DiSC 행동유형은 사교형(i)이 가장 많이 나타났다. 둘째, 멘토-멘티의 행동유형에 따른 초임교사의 조직몰입 차이를 분석한 결과, 신중형(C) 멘토와 사교형(i) 멘티의 조합에서 초임교사의 조직몰입 정도가 높게 나타난 반면, 신중형(C) 멘토와 안정형(S) 멘티의 조합에서는 초임교사의 조직몰입 정도가 낮게 나타났다. 셋째, 멘토-멘티의 행동유형에 따른 초임교사의 직무만족의 차이를 분석한 결과, 사교형(i) 멘토와 안정형(S) 멘티의 조합에서 초임교사의 직무만족도가 높게 나타난 반면, 사교형(i) 멘토와 신중형(C) 멘티의 조합에서는 직무만족도가 낮게 나타났다. 이러한 결과는 효과적인 멘토링을 위해 멘토와 멘티의 행동특성을 고려하여 멘토-멘티를 연결하는 것이 필요하고, 더불어 멘토와 멘티 모두에게 서로의 행동특성을 이해하고 조화로운 관계형성을 도울 수 있는 교사교육이 필요함을 시사한다.

영어초록

The purpose of this study is to clarify the differences of organizational commitment and job satisfaction of beginning teachers according to the DiSC behavior types of the early childhood educational institution mentors and mentees and through this, understand the behavior characteristics of the mentors and mentees and provide suggestions to form harmonious relations. The subjects of this study were a total of 264 persons(132 pairs) including 132 beginning teachers and 132 experienced teachers working in daycare centers and kindergartens located in Busan. The results from the above study procedures are as follows. First, as for the DiSC behavior type combination of the mentors and mentees, the combination of the conscientiousness (C) mentors and the influence (i) mentees was shown the most and the combinations of the influence (i) mentors and influence (i), steadiness (S) mentees were shown more in order. Second, in case that the mentors are the conscientiousness (C), the mentees showed a significant difference in the organizational commitment by mentee's behavior type but in case that the mentors are the dominance (D), influence (i) and steadiness (S), the organizational commitment degree of mentee's behavior type didn't have a significant difference. Third, in case that the mentors are the influence (i) and conscientiousness (C), the job satisfaction by mentee's behavior type showed a significant difference but there was no significant difference in the job satisfaction by mentee's behavior type in case that the mentors are the dominance (D) and steadiness (S). In conclusion, when an early childhood educational institution is operated, the optimal combination of the mentors and mentees by behavior type should be composed and the mentors and mentees should understand not only examine and understand their own behavior tendencies but also others' to lead a harmonious relations. For this, a systematic educational program operation for teachers is required and in the institutional level, consistent interest and support are necessary.

참고자료

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