The purpose of this study is to verify the effectiveness of conventionally practiced, school ground volleyball activities on organizational climate and organizational effectiveness in elementary schools, so as to suggest a theoretical foundation that ...
The purpose of this study is to verify the effectiveness of conventionally practiced, school ground volleyball activities on organizational climate and organizational effectiveness in elementary schools, so as to suggest a theoretical foundation that volleyball activities support to establish social roles in school organization. After the questionnaires were completed, the data from 381 of subjects were analyzed.
The collected data was analyzed by t-test, One Way Anova, Regression Analysis, Covariance Structure Analysis, etc. according to research questions. The results of the study and the conclusion of the discussion are as follows;
First, by population-sociological characteristics, different degrees of elementary school teachers' participation in the volleyball activities were represented as follows. According to gender, male teachers' degree of participation in volleyball activities was higher than that of female teachers in all the cognitive, affective, and psycho-motor aspects. While Female teachers' degree of participation was not different according to the length of teaching career, male teachers showed difference in the cognitive and psycho-motor aspects of their participation according to the length of teaching career. The number of classrooms in a school was a factor to make difference among schools in both male and female teachers' participation in the cognitive, affective, and psycho-motor aspects.
Second, when it comes to the effect of teachers' degree of participation in volleyball activities on organizational climate, it showed that male teachers' affective aspect of participation had an effect on a school principal's bureaucracy-oriented leadership. On goal-oriented leadership did male teachers' all the three cognitive, affective, and psycho-motor aspects of participation have effects. The research also showed that the cognitive and affective aspects of participation affected human-oriented leadership. When it comes to male teachers' behaviors, the psycho-motor aspect of participation affected teachers' activeness in an organization, and friendliness among teachers and commitment to an organization were affected by the cognitive and affective aspects of participation. In case of female teachers, it appeared that their affective participation had an effect on a school principal's human-oriented leadership as well as bureaucracy-oriented leadership. Only on goal-oriented leadership did all three aspects of their participation have effects. In terms of female teachers' behaviors, degree of their activeness in an organization was different according to their cognitive and affective participation in volleyball activities, and their friendliness and commitment to an organization were affected only by the affective aspect of participation.
Third, when it comes to the effect of teachers' extent of participation in volleyball activities on organizational effectiveness, male teachers' organizational commitments varied with their affectiveparticipation. While their organizational adaptabilities showed difference according to degree of their psycho-motor participation, their job satisfactions were affected by the affective participation. In case of female teachers, organizational commitments, organizational adaptabilitites, and job satisfactions all were affected by the affective aspect of participation in volleyball activities.
Last, both male and female teachers' degree of participation in volleyball activities directly affected their school's organizational climate, and organizational climate had a direct effect on organizational effectiveness as well. However, it did not appear that