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The Effect of School Organizational Conflict on Teacher Empowerment and Organizational Effectiveness of Special Teachers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(4), pp.441-470
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

남인수 1

1대구대학교

Accredited

ABSTRACT

The purpose of this study was investigate the effect of school organizational conflict on teacher empowerment and organizational effectiveness of special teachers. The data were collected through a questionnaire written by a sample of 443 teachers working at middle and high school in Daegu and Kyungbuk province. The scales used in this study were School Organizational Conflict Scale by Sin(2007), Teacher Empowerment by Lee(2005), and Organizational Effectiveness Scale by Na(2006). The results of this study were as follows; First, in according to teacher groups, regular school teachers perceived higher school organizational conflict than special school teachers. And, in both teacher’s empowerment and organizational effectiveness, special school teachers perceived higher school organizational conflict than regular school teachers. In according to gender, there was difference partly between male teachers and female teachers in the school organizational conflict, but there was no difference between them in the total school organizational conflict. Female teachers perceived higher teacher empowerment than male teachers, and female teachers perceived higher organizational effectiveness in only job satisfaction than male teachers. In according to teaching career, there was difference between teaching careers in all of the subscale of school organization conflict. And there was difference between teaching careers in all factors including decision making, professional growth, self-efficacy, autonomy, and impact among the subscales of teacher empowerment except for status. Also there was difference between teaching careers in only job satisfaction among the subscales of organizational effectiveness. Second, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced decision making, status, professional growth, impact, and autonomy, but the conflict with students positively influenced decision making, impact, and autonomy. Third, among the subscales of school organizational conflict, the conflict with school administrators negatively influenced job productivity. And the conflict with associate teachers negatively influenced job satisfaction. Forth, among the subscales of teacher empowerment, both status and self-efficacy positively influenced job productivity and organization commitment, and professional growth positively influenced job satisfaction.

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