교장의 도덕적 지도성과 장학 행위와의 관계 = Relationships between Principals' Moral Leadership and Supervision Behavior

다국어 초록 (Multilingual Abstract)

This study aimed at analyzing relationships between the principals' moral leadership and the supervision behavior in elementary and secondary school. The data, collected kom 360 teachers were analyzed and interpreted p c.01 or above through Pearson r and Regression analysis by using SPSS.
There were significant differences in the degree of moral leadership and supervision behavior according to school characteristics. That is, large-sized city schools and elementary schools appeared higher moral leadwship than did small-sized city and secondary schools. Also large-sized city schoois appeared higher non-directed supervision behavior.
There were significant difkmces in the style of supervision behavior according b principals' moral leadership group. Principals with high moral leadership group appeared in the style of nondirdve supervision behavior. Otherwise pincipah with low moral leadership group appeared in style of directive behavior.
The principals' moral leadership had a relationship with the principals' supervision behavior. There was significant correlation between moral leadership and supervision behavior. MoraI leadership and nondirective supervision behavior were figured out at .36 in correlation coefficient, but the relations between moral leadership and directive supervision behavior were figured out at -.39 in correlation coefficient. In multiple regression between moral leadership and supervision behavior, moral leadership influenced non- directive supervision behavior(R²= .1451), moral leadership influenoed collaborative super- vision behavior(R²=.024), moral leadership influenced directive supesvision behavior(R²= .175). Among the moral factors of it, principals' empowerment had relationships witb the nondiiective and directive supervision behavior and principals' responsibility had relationshim with the collaborative supervision behavior.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구의 내용
• Ⅱ. 이론적 배경
• 1. 도덕적 지도성
• 2. 장학행위
• 3. 도덕적 지도성과 장학행위의 관계
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 측정도구
• 3. 자료처리
• Ⅳ. 연구결과
• 1. 학교특성에 따른 도덕적 지도성과 장학행위 차이 분석
• 2. 도덕적 지도성 정도에 따른 장학행위 유형 분석
• 3. 도덕적 지도성과 장학행위의 관계 분석
• Ⅴ. 결론
• 참고문헌