최근 전략적 인적자원관리의 연구 분야 중 구성원의 행동에 초점을 맞추어 바람직한 행동을 유도하고 강화하고자 하는 고몰입 인적자원관리가 핵심 연구 주제로 자리 잡아 활발한 연구가 이루어지고 있다.
학교조직은 교육이라는 특성상 교원이라는 인적자원이 매우 중요하게 인식되어 왔으며, 이에 전통적 인사행정에서 전략적 인적자원관리로 변화하고 있다. 그러나 학교조직에서 교원의 전문성 신장과 학교조직의 성과 향상을 위한 다양한 실증연구가 활발하게 이루어지는 반면 전략적 인적자원관리를 교원과 학교의 조직성과로 연계한 연구는 이루어지지 않고 있다. 이에 본 연구는 학교조직에서 전략적 인적자원관리가 역할행동과 조직성과에 어떠한 영향을 미치는지 규명하는데 목적을 두었다. 또한 학교환경이 교원 전문성 및 학교 경영 전반에 영향을 미치는 것으로 나타나 역할행동과 조직성과에 대한 학교환경의 영향력을 함께 살펴보았다.
선행연구 분석을 통하여 학교조직에 적합한 전략적 인적자원관리의 구성요소로 역량개발, 참여적 직무설계, 직무수행 보상, 정보공유로, 학교환경은 학교장 지도성, 업무관련 직무환경, 학부모 학교교육인식으로 설정하였다. 매개변수인 역할행동은 교사역량, 직무동기, 교사헌신을 구성하였고, 종속변수인 조직성과는 교육성과, 만족도로 구성하였다. 변수간의 구조적 관계를 검증하기 위해 대구지역 공립초등학교 교사1184명을 대상으로 설문조사를 실시하였다. 그 결과, 총 1015부가 회수되었으나 분석에 적절하지 못하다고 판단되는 43부를 제외한 총 974부에 대해 SPSS 18.0, AMON 18.0을 사용하여 통계적 분석을 실시하였다.
측정도구의 타당도를 검증하기 위한 확인적 요인분석에서 총 12개 요인으로 분류되었으며, 신뢰도 검사 결과 Cronbach''s a 값이 .827 ～ .934로 나타나 문항의 내적일관성을 확보한 것으로 나타났다. 관찰변수의 수준을 파악하기 위해 기술통계분석을 실시한 결과 관찰변수의 평균값이 3.88 ～ 4.54로 전체적으로 높게 나타났으며, 정상분포조건을 충족시켰다. 관찰변수 간 상관관계는 모두 유의하게 나타났다.
확인적 요인분석을 통해 측정모형의 적합도를 살펴본 결과 적합한 모형으로 판정되었다. 측정모형의 경로계수 C.R.값이 모두 1.96이상으로 모든 요인부하량이 통계적으로 유의하게 나타났으며, 표준화계수 또한 모두 .5를 넘어 개념타당도가 확보되었다. 또한 개념신뢰도는 .800 ～ .947, 분산추출지수는 .606 ～ .817로 나타나 수렴타당도도 확보되었다.
구조모형의 적합도 분석 결과 NFI는 .934, GFI는 .915, CFI는 .940, IFI는 .940, RFI는 .909, RMSR는 .021로 모든 적합도 지수가 수용 가능한 값을 보여 적합한 모형으로 판정되었다. 표준화계수를 통한 각 잠재변인들 간의 영향력을 살펴본 결과, 역할행동에 대한 영향력은 전략적 인적자원관리가 .725, 학교환경은 .095로 나타났다. 조직성과에 대한 영향력은 역할행동이 .265, 전략적 인적자원관리가 .075, 학교환경이 .680으로 나타났다. 전략적 인적자원관리와 학교환경 간의 공분산은 통계적으로 유의하며, 상관계수도 .949로 매우 높은 관련성을 드러내고 있다.
전략적 인적자원관리와 학교환경이 역할행동 및 조직성과에 미치는 표준화된 직?간접 효과를 파악한 결과, 전략적 인적자원관리는 역할행동에 직접적인 영향이 역할행동에 대한 전략적 인적자원관리의 직접효과값은 .725(C.R.=4.195, p=.000)로 통계적으로 유의한 반면, 학교환경의 직접효과값은 .095(C.R.=.549, p=.583)로 통계적으로 유의하지 않았다. 조직성과에 대한 전략적 인적자원관리의 직접효과값은 -.076(C.R.=-.349, p=.727)으로 유의하지 않으며, 간접효과값은 .192, 총효과값은 .166으로 나타났다. 조직성과에 대한 학교환경의 직접효과값 .680(C.R.=3.142, p=.002)으로 유의하게 나타났으며, 간접효과값은 .025로, 총효과값은 .705로 나타났다. 조직성과에 대한 역할행동의 직접효과값은 .265(C.R.=4.266, p=.000)로 유의하게 나타났다. 붓스트래핑(Bootstrapping)을 활용하여 간접효과의 통계적 유의성을 검증한 결과, 전략적 인적자원관리에서는 통계적으로 유의하게 나타난 반면, 역할행동에서는 유의하게 나타나지 않았다. 따라서 역할행동은 전략적 인적자원관리와 조직성과에서 완전 매개를, 학교환경과 조직성과에서는 매개 효과가 없는 것으로 나타났다.
전략적 인적자원관리?학교환경?역할행동?조직성과의 구조적 관계를 규명하기 위한 본 연구의 결론은 다음과 같다. 첫째, 전략적 인적자원관리는 역할행동에 유의한 영향을 미치는 반면, 조직성과에는 유의한 영향을 미치지 못하는 것으로 나타났다. 둘째, 학교환경은 역할행동에 유의한 영향을 미치지 못하는 반면, 조직성과에는 유의한 영향을 미치는 것으로 나타났다. 셋째, 매개변인인 역할행동은 전략적 인적자원관리와 조직성과에서 완전 매개를, 학교환경과 조직성과에서 매개 효과가 없는 것으로 나타났다.

Strategic human resources management means the human resources management through which human resources are managed integrative in connection with organizational strategies. In the business environment that is rapidly changing, human resources are regarded as the key variable of corporate competence as well as the key driver to secure competitive advantage. A key research topic posed recently among the research fields of strategic human resource management has been highly committed human resources management, which is to induce and reinforce desirable behavior by focusing on the behavior of members; thus, active research has been conducted in this area.
Therefore, this study has set a structural correlation that strategic human resources management develops through teachers’ role behavior and this comes to bring organizational performance based on the perspective of behaviorism. Regarding a school organization, its human resources, namely teachers, have been recognized as being very important in terms of its characteristics. Consequently, there has been a change from traditional personnel administration to strategic human resources management; however, whereas diverse types of empirical research for enhancing the specialty of teachers and improving the performance of a school organization has been carried out actively, there has been no research that associates strategic human resources management with teachers and the organizational performance of a school. Accordingly, this study aimed to identify any effect of strategic human resources management in a school organization on role behavior and organizational performance. Also, the study reviewed together the effect of a school environment on role behavior and organizational performance because a school environment was discovered to have an effect on teacher specialty and overall school operation.
Through an analysis of previous research, as the components of strategic human resources management suitable for a school organization the study set up competence development, participatory job design, reward for job performance , and information sharing and as a school environment set up leadership of a school principal, job environment regarding duties, and parental recognition of school education. Role behavior, which is a mediator variable, was composed of teacher competence, motivation to work, and teacher commitment; whereas organizational performance, which is a dependent variable, was made up of educational performance and satisfaction. With a view to verifying the structural relationship between variables, the study carried out survey research aimed at 1,184 teachers in public elementary schools in the Daegu region, and conducted a statistical analysis using SPSS 18.0 and AMOS 18.0.
In an confirmatory factor analysis to verify the validity of the measurement instrument, a total of 12 factors were classified. As a result of a reliability test, the Cronbach''s a value appeared between .827~.934; thus, the internal consistency of the questions was discovered to be ensured. In order to discover the level of observed variables, as a result of undertaking a descriptive statistical analysis, the mean value of observed variables ranged between 3.88~4.54, which is high overall and satisfied the condition for a normal distribution. All of the correlations among observed variables appeared significant.
As a result of considering the fit of the measurement model through a confirmatory factor analysis, it was determined to be an appropriate model. All of the C.R. values of the path coefficient of the measurement model exceeded 1.96; therefore, all the factor loadings appeared statistically significant. All of the standardized coefficients also exceeded 0.5; thus, the construct validity was ensured. The construct reliability was shown to be between 0.800~0.947, while the average variance extracted was shown to be between 0.606~0.817; thereby, convergent validity was ensured.
As a result of a fit analysis of the structure model, NFI was .934, GIF was .915, CFI was .940, IFI was .940, RFI was .909, and RMSR was .021; therefore, all the fit indexes exhibited acceptable values and were determined as a fit model. As a result of discovering any effect among each latent variable through a standardized coefficient, the effect on role behavior of strategic human resources management was .725, while of school environment it was .095. Regarding the effect on organizational performance, of role behavior it was .265, of strategic human resources management it was -.076, and of school environment it was .680. Covariance between strategic human resources management and the school environment was statistically significant, and a correlation coefficient also revealed very high correlation with a record of .949.
As a result of identifying standardized indirect and direct effects that strategic human resources management and a school environment have on role behavior and organizational performance, it was shown that strategic human resources management had a direct effect on role behavior and the direct effect value of strategic human resources management on role behavior was .725 (C.R.=4.195, p=.000), which was statistically significant. Meanwhile, the direct effect value of a school environment was .095 (C.R.=.549, p=.583), which was not statistically significant. The direct effect value of strategic human resources management on organizational performance was -.076 (C.R.=-.349, p=.727), which was not significant; however, the direct effect value of school environment on organizational performance was shown to be significant with a record of .680 (C.R.=3.142, p=.002). The direct effect value of role behavior on organizational performance was .265 (C.R.=4.266, p=.000), which was significant. As a result of verifying the statistical significance of an indirect effect utilizing bootstrapping, it was statistically significant in strategic human resources management while it was not significant in role behavior. Accordingly, role behavior was discovered to have full mediation on strategic human resources management and organizational performance while it had no mediating effect on a school environment and organizational performance.
The conclusions of this study for identifying the structural relationship among strategic human resource management, school environment, role behavior, and organizational performance are as follows. First, strategic human resources management had a significant effect on role behavior and no significant effect on organizational performance. Second, school environment had no significant effect on role behavior, while it had a significant effect on organizational performance. Third, role behavior, which is a mediator variable, was discovered to have full mediation on strategic human resources management and organizational performance, while it had no mediating effect on school environment and organizational performance.
This study is meaningful in that it confirmed the positive effect of the strategic human resources management of a school organization in a public sector on the role behavior and organizational performance of teachers. Also, this study proposes a new approach to strategic human resources management as well as political implications for the improvement of the performance of a school organization.