본 연구는 잠재프로파일 분석을 통한 초등학교 교사의 갈등관리유형에 따른 잠재집단과 갈등요인 및 학교조직효과성과의 관련성을 살펴보는데 그 목적이 있다. 본 연구의 목적 달성을 위해 연구 문제는 다음과 같이 설정하였다.
연구문제 1. 초등교사의 갈등관리유형은 몇 개의 잠재집단(교사와 행정가 및 교사와 동료교사)으로 구분되며 그 특징은 어떠한가 ?
연구문제 2. 초등교사의 갈등관리유형에 따른 잠재집단(교사와 행정가 및 교사와 동료교사)은 갈등요인과 어떤 관련이 있는가 ?
연구문제 3. 초등교사의 갈등관리유형에 따른 잠재집단 (교사와 행정가 및 교사와 동료교사)은 학교조직효과성과 어떤 관련이 있는가 ?
본 연구의 목적을 달성하기 위해 갈등관리에 관한 문헌을 고찰하였으며, 이를 토대로 갈등요인, 갈등관리유형, 학교조직효과성의 하위변인을 선정하였다. 2018년 3월 7일 건국대학교 IRB로부터 심의결과 승인통보를 받고, 3월 12일부터 2주일간 600부의 설문지를 배부하여 총 599부를 통계에 활용하였다. 수집된 자료 처리를 위해 SPSS 22.0을 활용하였고, 잠재프로파일 분석에서는 Mplus 7.2를 활용하였으며, 분석결과를 요약하면 다음과 같다.
첫째, 갈등관리유형 및 갈등관리유형에 따른 잠재집단의 분류는 교사와 학교행정가 및 교사와 동료교사로 구분하였다.
둘째, 갈등관리유형은 Thomas(1976), Rahim(1983),이상철(2008)의 갈등관리유형을 기본으로 하여, 교사와 학교행정가는 통합, 지배, 타협, 적응 등 4가지 유형으로 분류하였고, 교사와 동료교사는 통합, 경쟁, 타협, 회피, 수용 등 5가지로 분류하였으며, 이는 모두 한 가지 특징으로 되어있다.
셋째, 갈등관리유형을 좀 더 세분화하기 위해 잠재프로파일분석 결과에 따른 교사와 행정가의 잠재집단 3가지는 전체 집단 평균을 기준으로 했을 때 ‘다수의견 수용형(통합,타협,적응?-집단 평균과 유사함), 행정가 의존형(적응?), 개인욕구 충족형(통합,타협?)’으로 여러 가지 특징을 포함하고 있다.
넷째, 교사와 동료교사의 잠재집단 3가지는 ‘주인의식 강조형(통합,타협? 회피?), 개인욕구 충족형(통합,타협?-집단평균과 유사함), 무관심형(회피?)’이라 하였으며, 한 가지부터 세 가지의 특징을 포함하고 있다.
다섯째, 교사와 학교행정가의 잠재집단과 갈등요인과의 관련성을 비교해보면, 1집단(다수의견 수용형) 대 2집단(행정가 의존형)’은 모든 영역에서 유의미한 차이가 나타나지 않았다. 반면에 ‘업무면’에서는 1집단보다 3집단에 속할 확률이 1.55배 높게 나타났고, ‘의사소통면’에서는 3집단보다 1집단에 속할 가능성이 낮고 유의미한 차이가 있으며, 갈등은 3집단이 높게 나타났다.
여섯째, 교사와 동료교사의 잠재집단과 갈등요인과의 관련성을 비교해 보면 1집단(주인의식 강조형) 대 2집단(개인욕구 충족형)에서는 유의미한 차이가 발견되지 않았다. 1집단(주인의식 강조형) 대 3집단(무관심형)과 ‘갈등요인’과는 ‘개인적인 요인’에서만 3집단보다 1집단에 속할 확률이 낮고, 유의미한 차이가 있었는데, 이는 3집단이 갈등을 느낄 확률이 높다는 것을 의미한다.
일곱째, 교사와 학교행정가의 잠재집단과 학교조직효과성과의 관련성은 1집단(다수의견 수용형)보다 2집단(행정가 의존형)이 직무성과가 1.84배 높았고, 1집단(다수의견 수용형)보다 3집단(개인욕구 충족형)이 직무만족이 1.87배 높았다. 또한 2집단(행정가 의존형)에 비해 3집단(개인욕구 충족형)이 직무만족(1.92배), 조직적응(1.9배)이 더 높게 나타나 집단 간에 유의미한 차이가 있었다.
여덟째, 교사와 동료교사와의 관계에서는 1집단(주인의식 강조형)과 2집단(개인욕구 충족형)간에 유의미한 차이가 발견되지 않았다. 반면에 1집단과 2집단은 3집단보다 직무만족, 직무성과가 낮을 확률이 높은 것으로 나타났다. 이는 3집단이 1,2집단보다 직무만족과 직무성과가 높은 것을 뜻하며, 두 집단 사이에서는 역시 유의미한 차이가 발견되었다.
이와 같은 연구결과는 향후 잠재집단별 특성과 집단의 의미를 이해하는 데 필요한 기초도구로 잠재프로파일 분석이 활용될 수 있을 것이다. 또한 잠재집단과 갈등요인 및 학교조직효과성과의 관련성 검증 결과는 인사 및 조직문화 개선을 위한 자료로 유용하게 활용되어, 학교조직효과성에 기여하게 될 것이다.

ABSTRACT
The Relationship between Elementary School Teachers'' Conflict Management Types and Conflict Factors and School Organization Effectiveness
: Through the Latent profile analysis

Kim, Ok Ja
Department of Education
Graduate School of Konkuk University


The purpose of this study was to examine the relationships of the conflict management styles of elementary school teachers to their conflict factors and school organization effectiveness by making a latent profile analysis. Three research questions were posed:
1. What are the numbers and characteristics of latent profiles that the conflict management styles of elementary teachers(teacher/ administrator and teacher/fellow teacher) are classified into?
2. What are the relationships between the latent profiles of elementary teachers based on their conflict management styles (teacher/administrator and teacher/fellow teacher) and their conflict factors?
3. What are the relationships between the latent profiles of elementary teachers based on their conflict management styles (teacher/administrator and teacher/fellow teacher) and their school organization effectiveness?
To address the research questions, literatures on conflict management were reviewed, and the subvariables of conflict factors, conflict management styles and school organization effectiveness were selected on the basis of the results of the literature review. On March 7, 2018, this researcher received notification from the IRB of Konkuk University that this study was approved, and 600 questionnaires were handed out for two weeks from March 12. And then 599 completed questionnaires were used to make a statistical analysis. To analyze the collected data, SPSS 22.0 was employed, and Mplus7.2 was utilized to make a latent profile analysis. The major findings of the study were as follows:
First, conflict management styles were classified in the areas of teacher and school administrator and of teacher and fellow teacher, and latent profiles also were classified in the two areas based on the styles.
Second, concerning conflict management styles, the styles were classified into four in the area of teacher and school administrator based on the conflict management styles of Thomas(1976), Rahim(1983) and Lee(2008): integration, dominance, compromise and adjustment. In the area of teacher and fellow teacher, the styles were classified into five: integration, competition, compromise, avoidance and acceptance. Each style had a single distinct feature.
Third, a latent profile analysis was carried out to subdivide the conflict management styles. As a result, there were three latent profiles in the area of teacher and administrator based on the total profile average: majority-opinion acceptance style(integration, compromise, adjustment ?- similar to the profile average), administrator dependence style(adjustment ?), and personal-needs satisfaction style(integration, compromise ?). These latent profiles had various characteristics.
Fourth, there were three latent profiles in the area of teacher and fellow teacher: Ownership style(integration, compromise ? avoidance ?), personal-needs satisfaction style(integration, compromise ? - similar to the profile average), and indifference style(avoidance ?). There were one to three characteristics to each of these profiles.
Fifth, when the relationship between the latent profiles and conflict factors in the area of teacher and school administrator were compared, there were no significant differences in every element between profile 1(majority-opinion acceptance style) and profile 2(administrator dependence style). In contrast, they were 1.55-fold more likely to belong to profile 3 than profile 1 in terms of "work," and they were less likely to belong to profile 1 than profile 3 in terms of "communication." And the differences were significant. As to conflict index, it was higher in profile 3.
Sixth, when the relationships between the latent profiles and conflict factors in the area of teacher and fellow teacher were compared, no significant differences were found between profile 1(Ownership style) and profile 2(personal-needs satisfaction style). Regarding the relationship between profile 1(Ownership style) and profile 3(indifference style) in "conflict factors," they were less likely to belong to profile 1 than profile 3 in "personal factors" only, and the difference was significant, which implies that profile 3 was more likely to experience conflicts.
Seventh, in regard to the relationship between the latent profiles and school organization effectiveness in the area of teacher and school administrator, the job performance of profile 2(administrator dependence style) was 1.84-fold better than that of profile 1 (majority-opinion acceptance style), and the job satisfaction of profile 3(personal-needs satisfaction style) was 1.87-fold higher than that of profile 1(majority-opinion acceptance style). In addition, profile 3 (personal-needs satisfaction style) was ahead of profile 2 (administrator dependence style) in terms of job satisfaction(1.92- fold) and organizational adjustment(1.9-fold), and the intergroup differences were significant.
Eighth, as for the relationship between the teachers and their fellow teachers, there were no significant differences between profile 1(Ownership style) and profile 2(personal-needs satisfaction style). On the other hand, the job satisfaction and job performance of profiles 1 and 2 were highly likely to be lower than those of profile 3, and it signifies that profile 3 was ahead of profiles 1 and 2 in job satisfaction and job performance. The differences between them were significant as well.
Thus, it was possible to understand the characteristics of the latent profiles and the meanings of the profiles by making a latent profile analysis. Besides, one-on-one comparison was made between the latent profiles of the teacher/school administrator area and those of the teacher/fellow teacher area to determine the relationships of the latent profiles to conflict factors and school organization effectiveness.