학교자치가 학교 구성원 간 신뢰와 조직 혁신에 미치는 영향: 초등학교 및 중학교 교사의 인식을 중심으로

초록

The purpose of this study was to examine the effects of school autonomy on trust among members and organizational innovation. For this purpose, survey response data from 1,160 elementary school teachers and 1,329 middle school teachers nationwide were utilized. School autonomy was categorized into four components: curriculum, student affairs, personnel, and budget. Using multiple regression analysis, the study investigated how these components influence trust among members and organizational innovation. The analysis revealed the following results. First, teachers perceived that school autonomy was implemented at a level above average in their schools. Second, teachers' perceptions of school autonomy were found to have a positive effect on trust among school-related members. Third, teachers' perceptions of school autonomy also had a positive effect on organizational innovation within schools. Additionally, significant findings showed that innovation schools exhibited lower levels of trust among members compared to regular schools, while schools with appointed principals displayed higher levels of organizational innovation than those with regular principals. These findings confirm that school autonomy can serve as an effective means of fostering school innovation. They highlight the need for greater attention and policy support to enhance the outcomes of school autonomy in the future.

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