혁신중학교 전문적 학습공동체 학습조직 구축 정도 분석

Abstract

This study aims to examine the disparity in the degree of establishment of a professional learning community learning organization between innovative schools and general schools in Chungnam. To achieve this research objectives, we examined the characteristics of innovative schools based on prior research and summarized the relationship between the professional learning community and Senge's learning organization theory. We also developed a questionnaire asking the degree of establishment of a learning organization in a professional learning community drawing from prior research and expert advice. The survey was conducted among middle school teachers in Chungnam and analyzed using basic statistical analysis and independent sample t-test. The main findings indicated a significant difference in the degree of establishment of a professional learning community learning organization between innovative schools and general schools. Innovative schools scored an average of 4.31 points out of 5, while general schools scored an average of 3.84 points. The difference between innovative schools and general schools was statistically significant at the significance level of 0.001. The analysis revealed that innovative schools have relatively more professional learning communities than general schools, especially in terms of team learning and system thinking. Based on the results of this study, it is recommended to actively disseminate the various activities of professional learning communities centered on innovative schools to other general schools. While existing studies have discussed the effectiveness of professional learning communities, this study adds value by analyzing professional learning communities in detail within the framework of learning organizational theory. Further research are needed on the degree of establishment of a learning organization in a professional learning community for the 1st to 8th graders of innovative schools.