기업이나 조직은 다양한 구성원들이 각자의 욕구와 목표에 따라 구성된 집합체로 집단 내 갈등은 필연적으로 존재할 수 밖에 없다. 본 연구에서는 이러한 갈등의 부정적 측면에 초점을 두고 집단내 갈등인 과업갈등과 관계갈등이 직무태만에 미치는 영향을 상사의 비인격적 행위의 조절효과 를 중심으로 연구를 진행하였다. 즉 과업갈등과 직무태만 간의 관계, 관계갈등과 직무태만 간의 관 계, 그리고 집단내 갈등과 직무태만 간의 관계에서 상사의 비인격적 행위의 조절효과를 실증하였다. 연구결과를 요약하면 다음과 같다. 첫째, 과업갈등은 구성원의 직무태만에 정(+)의 영향을 미치는 것 으로 나타났다. 둘째, 관계갈등은 구성원의 직무태만에 정(+)의 영향을 미치는 것으로 나타났다. 마 지막으로 집단내 갈등과 직무태만 간의 관계에서 상사의 비인격적 행위의 조절효과를 입증하였다. 본 연구 결과를 바탕으로 실무적 시사점, 한계점 및 향후의 연구 방향을 제시하였다.

This study compares and analyzes the perspectives on the goals and themes of global citizenship education reflected in the middle school physical education curricula of China and South Korea. The findings are as follows. First, while both curricula emphasize the socio-emotional and behavioral domains of global citizenship education, there are differences in focus. In China, the curriculum highlights “multiple dimensions of identity” within the socio-emotional domain and “individual and collective action” within the behavioral domain. In contrast, the South Korean curriculum not only emphasizes “individual and collective action,” but also includes “ethical and responsible behavior” and “participation and engagement.” This suggests that South Korea’s physical education curriculum is more conducive to realizing the ideals of global citizenship education through physical education classes. Second, both countries’ curricula reveal similarities and differences in the perspectives of global citizenship education. In China, the curriculum reflects a nationalist perspective in its stated nature, and a neoliberal perspective in its goals and achievement standards. On the other hand, the South Korean curriculum strongly reflects a global justice and governance perspective throughout its nature, goals, and achievement standards, while also incorporating elements of neoliberalism. Notably, the Korean curriculum explicitly presents key components of global citizenship education—such as democratic citizenship, ecological transition, and sustainable development—especially in the achievement standard explanations and teaching-learning sections. It also emphasizes the cultivation of creativity and character, which is a distinct feature of South Korea’s physical education curriculum. Unlike South Korea’s curriculum, which explicitly incorporates “citizenship education,” China’s curriculum only implicitly contains the potential for global citizenship education. Therefore, China’s curriculum needs to make more explicit efforts to reflect the aims and ideals of global citizenship education in physical education. Likewise, South Korea’s curriculum should go beyond emphasizing a few elements and strive to incorporate a broader range of global citizenship education content more actively.