The purpose of this study was to determine the association between school administrator support as perceived by nutrition teachers (dietitians) and job satisfaction in order to provide data concerning efficient job performance of nutrition teachers, to determine effects of school administrator support on job satisfaction in nutrition teachers, and to provide basic data that could help improve school meals. Major supporters of nutrition teachers (dietitians) were chief administrators (55.3%), principals (27.2%), assistant principals (15.0%), and managers in charge (2.4%). Nutrition teachers (dietitians) scored 3.38 for perception of school administrator support, 3.66 for emotional support, 3.27 for informational support, 3.22 for instrumental support, and 3.11 for evaluation support. Support of nutrition teachers (dietitians) by school managers included emotional support (3.66)>informational support (3.27)>instrumental support (3.22)>evaluative support (3.11). Nutrition teachers (dietitians) scored 3.37 for job satisfaction, as follows: work performance (4.19)>interpersonal relationships (3.39)>job satisfaction in general (3.37)>job itself (3.29)>job environment (3.07)>performance rating and benefits system (2.70). Statistically significant correlation was observed between perception of school administrator support and job satisfaction (r= .771, p< .01). Therefore, school administrators are necessary to provide evaluative supports to nutrition teachers (dietitians), performance assessment, employee benefit packages, and improvement of school meal plans and quality.

The purpose of this study was to examine the job satisfaction of foodservice managers at schools in Jeju, Korea, according to the organizational culture and commitment of the school foodservice and administrative departments. The subjects included 144 (98.6%) dieticians from Jeju schools. The data were analyzed by descriptive analysis, reliability analysis, factor analysis, ttests, ANOVA, and Pearson's correlation coefficients, using the SPSS Win 12.0 program. In terms of organizational culture, the dieticians perceived the 'human relations model' and 'internal process model' as the strongest types for the school foodservice departments and administrative departments, respectively. However, for both types, a gap existed between the organizational culture that was perceived and that which was expected. In particular, the subjects expected that the 'human relations model' and 'open systems model' were the most important organizational culture types. In terms of the subjects' organizational commitment scores, loyalty and pride scored highest whereas unity scored lowest. For the level of job satisfaction, the performed work itself scored highest and was deemed most important. Additionally, organizational culture was positively correlated to the factors affecting organizational commitment and job satisfaction. Finally, the surveyed managers had high demands for a human relations-oriented organizational culture to enhance job satisfaction.

본 연구는 교육변화의 새로운 패러다임인 스마트교육 구현에 요구되는 학교 관리자의 역량을 탐색하고 논의하는 데 주된 목적이 있다. 이를 위해 스마트교육 시범학교 관리자의 심층면담 분석결과와 선행연구의 논의를 토대로 스마트교육 구현을 위한 학교 관리자 역량군으로 ‘지식·이해’ 역량군, ‘가치·태도’역량군, ‘관리·지원’ 역량군, ‘기타’역량군 4개군 49개 역량요소를 도출하였다. 도출된 역량 요소는 조사도구로 구안하였고 스마트교육 연구학교에 재직 중인 학교 관리자를 대상으로 설문조사를 실시하였으며, 각 역량군 요소에 대한 Borich 요구도와 The Locus for Focus Model을 활용하여 우선순위 및 필수 역량 요소를 추출하였다. 분석결과 ‘지식·이해’ 역량군에서는 4개(스마트교육 개념적 이해, 협동학습의 이해, 스마트교육 운영 방법 지식, 스마트교육과 창의성 교육 관계), ‘관리·지원’ 역량군에서는 2개(의사소통, 행·재정적 지원), ‘가치·태도’ 역량군에서는 3개(학교문화의 변화 이해, 새로운 변화에 대한 적응력, 민주적 마인드), ‘기타’ 역량군에서는 3개(스마트교육과 학생 생활지도, 고등사고력 신장, 스마트기기 활용 능력)이 도출되었다.