교사의 변화에 대한 저항 측정모델 타당도 검증

초록

If teachers do not make sense or agree with why school change or resists implementation, change implementation will not succeed. Therefore, the extent to which they resist to school change or innovation is critical in the implementation of a successful school change (Reimer & McGinn, 1997). However, there has been a paucity of empirical study of measuring teachers' resistance to change in regard to leading a successful school change. In this vein, the current study focused on identifying the validity of a model to measure teachers' resistance to change. The participants were 1152 full-time vocational and academic teachers in 37 vocational high schools in South Korea. The instrument developed by Oreg(2003) was used in this study. To test its validity in CFAs, a hypothesized hierarchial factor model was established based on results of the exploratory factor analysis. The hypothesized model was tested using both confirmatory factor analysis (CFA) and multi-group CFA. Especially, the results of the multi-group CFA revealed that statistically significant difference in factor structure, factor loadings, error variance, and factor variances were not detected across two different teacher groups (Vocational and academic). Strong evidence was provided for the construct validity of the measurement model to measure the extent of resistance to change in Korean vocational high schools. The results also supported the notion that the model to measure resistance to change in organizations, initially developed against the background of American culture, can apply to a Korean school context, reflecting Asian culture.

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