학교장의 수업지도성 행동에 대한 미시정치적 분석

국문 초록 (Abstract)

이 연구의 목적은 중소도시의 저소득층 지역에 위치해 있는 2개의 효과적인 초등학교 교장들이 교육과정 운영 영역에서 사용한 수업지도성 행동을 미시정치적 관점으로 탐구하는 것이다.<br/>
연구자는 면담, 관찰, 문서자료의 검토와 같은 질적 연구방법 사용하여 8개월 동안 연구를 수행하였으며, 다음과 같은 결론을 도출하였다. 첫째, 학교장은 교육과정 운영 영역에서 교사들에게 다양한 수업지도성 행동을 한다. 둘째, 학교장은 전문적 이해관계의 증진뿐만 아니라 개인적 이해관계의 증진을 위해서 수업지도성 행동을 한다. 셋째, 직위 권력에 의존한 학교장의 행동은 교사들로부터 부정적인 반응을 이끌어내며, 준거적 권력에 의존한 학교장의 행동은 교사들로부터 긍정적인 반응을 이끌어낸다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the instructional leadership behaviors implemented by the principals of two effective elementary schools located in a small and medium-sized low-income urban area from a micropolitical perspective.<br/>
This study employed a qualitative methodology to explore and describe the instructional leadership behaviors used by the principals of two effective elementary schools. Data collection methods included formal and informal interviews, observations, and record and document reviews. In order to collect substantial data, the study was conducted for 8 months.<br/>
The conclusions based on the results of this study are as follows:<br/>
First, principals employ a variety of instructional leadership behaviors to influence teachers' behavior. The principals' choice of these behaviors depends on purpose, the target of the influence, the issues, and the situation.<br/>
Second, principals employ instructional leadership behaviors not only for promoting professional interests but also for personal interests. The instructional leadership behaviors implemented by principals is based on referent power, expert power, and legitimate power.<br/>
Finally, principals' instructional leadership behaviors dependent upon position power brings about negative responses from teachers such as mere obedience, dissatisfaction, frustration, and resistance, while instructional leadership behaviors relying on referent power promote a high level of job satisfaction, morale and involvement.

목차 (Table of Contents)

• 요약
  
• Ⅰ. 서론
  
• Ⅱ. 선행연구의 검토
  
• Ⅲ. 연구 방법
  
• Ⅳ. 연구대상 학교의 환경
  
• Ⅴ. 연구결과의 해석
  
• Ⅵ. 논의 및 결론
  
• 참고문헌
  
• Abstract

참고문헌 (Reference)

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2 노민구, "학교장의 수업지도성 행위가 학교효과성에 미치는 영향" 1994

3 김만곤, "제7차 교육과정의 이해와 적용. 전국 학무국(과)장 및 시도교육청 초등교육과장 연찬회 자료." 교육인적자원부. 2002

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