초등학교장의 변혁적 지도성과 교사 효능감과의 관계 = The Relationship between the Elementary School Principals' Transformational Leadership and the Teacher Efficacy

국문 초록 (Abstract)

이 연구에서는 초등학교장의 변혁적 지도성과 교사 효능감과의 관계를 규명하고자 하였다. 문헌연구를 통해 지도성의 개념과 변천과정 학교장의 변혁적 지도성 이론, 교사 효능감에 대한 이론을 살펴 보았으며, 이러한 배경 이론에 근거하여 학교장의 변혁적 지도성의 하위요인으로 결속촉진, 카리스마, 지적인 자극, 개별적 관심을, 교사 효능감의 하위요인으로 자신감, 자기조절 효능감, 과제난이도 선호를 파악하였다. 그리고 선행연구를 통해서 두 변인의 관계를 고찰해 보았다. 문헌연구를 토대로 연구문제를 해결하기 위하여 부산시내 36개 초등학교 교사를 대상으로 학교장의 변혁적 지도성 및 교사 효능감 질문지로 측정하여 상관관계를 살펴본 결과 교사가 인식한 학교장의 변혁적 지도성 수준은 보통 수준 이상(M=3.30)으로 나타났으며, 하위요인별로는 다른 요인에 비해 지적인 자극을 많이 인식하고 있는 것으로 나타났다. 교사의 교사 효능감 수준도 보통 수준 이상(M=3.29)으로 나타났으며 하위요인별로는 다른 요인에 비해 자기조절 효능감을 보다 많이 지각하고 있는 것으로 나타났다. 학교장의 변혁적 지도성과 교사 효능감의 상관관계는 r=.294(p＜.001)로 유의한 상관이 있기는 하나 얕은 것으로 나타났으며, 하위요인간의 상관관계에서는 학교장의 변혁적 지도성의 하위요인인 결속촉진, 카리스마, 지적인 자극, 개별적 배려가 교사 효능감의 하위요인인 자기조절 효능감과 유의한 상관이 있기는 하나 얕고, 자신감, 과제난이도 선호와는 상관이 거의 없는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out the relationship between the elementary school principals' transformational leadership and the teacher efficacy. To achieve this goal, several research problems were established as follows:
First, what is the elementary school principals' transformational leadership (contribution to cohesion, charisma, intellectual stimulation and individual concern)?
Second, what is the teacher efficacy(confidence, self-control and preference for task difficulty)?
Third, what is the relationship between the elementary school principals' transformational leadership and the teacher efficacy?
To solve these problems, both the literature research and questionnaire surveys were used in this study. Through the literature research, the concept of leadership and the process of its change was examined, and theory of the school principals' transformational leadership and its background of formation, the concept and the specific character of the transformational leadership, the primary factors and the effects of the transformational leadership were examined. And then it's attempted to find out contribution to cohesion, charisma, intellectual stimulation and concern for individual teachers, which were subordinate factors of principal transformational leadership. Concerning the teacher efficacy, self-efficacy, the concept of the teacher efficacy, the features of teachers with good the teacher efficacy and the elements of the teacher efficacy were examined. As for the teacher efficacy subordinate factors, teacher confidence, self-control efficacy and preference for task difficulty were investigated. Finally, earlier studies were reviewed to identify the relationship of the two factors.
Based on the results of literature research and to solve the research problems, 36 elementary schools and 524 teachers of the schools in Busan Metropolitan City were selected randomly. The instruments used in this study were Gweon In-tak's transformational leadership questionnaire and Lee Hyeon-jeong's the teacher efficacy questionnaire. As for reliability, the former's Cronbach α coefficient was .98, and the latter's was .85.
The collected data were analyzed with SPSSWIN Ver 10.07 program. The statistical data on mean and standard deviation were obtained, and t-test and F-test were conducted. In case there was any intergroup gap, Scheffe´ test was implemented as post-test, and the correlation between the two factors was measured by calculating Pearson'r.
The findings of this study were as follows:
First, the teachers considered their principals' transformational leadership to be on the average(M=3.30). By subordinate factors, intellectual stimulation were rated better than the others.
Second, as for the impact of their background variables on their perception of principal transformational leadership, the principals were thought to exercise more transformational leadership by those who were lead teachers, had more than career of 20 years, in their 40s and worked at the schools of C and D grade. And they felt that the female principals displayed transformational leadership more than the male principals did.
Third, the teacher efficacy is to be on the average (M=3.29). By subordinate factors, they put higher value on self-control efficacy than on the other factors.
Fourth, as for the impact of their background variables on their the teacher efficacy, those who were male, lead teachers, had more than career of 20 years, in their 40s, and whose principals were male, viewed the teacher efficacy more favorably.
Fifth, there was significant but weak correlation between the transformational leadership of their principals and their self-efficacy (r=.294, p＜.001). By subordinate factors, contribution to cohesion, charisma, intellectual stimulation and individual concern had significant yet weak correlation to self-control efficacy, and they were scarcely correlated to confidence and preference for task difficulty.
Based on the above-mentioned findings, the following conclusion was reached:
First, how principals could be encouraged to exert more transformational leadership should be studied, and a variety of programs should be prepared to boost the transformational leadership of male principals.
Second, in which way the teacher efficacy could improve should be considered. Especially, it's necessary to instill more confidence in teachers and urge them to make a challenge to difficult tasks.
Third, as principal transformational leadership had weak yet significant correlation to the teacher efficacy, the former factor can predict the latter to some extent.
Fourth, since questionnaire method was utilized in this study, future research should make a qualitative approach by using ethnography

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• Ⅱ. 이론적 배경
• 1. 변혁적 지도성
• 2. 교사 효능감
• 3. 선행연구
• Ⅲ. 연구의 방법
• 1. 연구 대상 및 표집
• 2. 측정 도구 및 자료처리
• Ⅳ. 연구 결과 및 해석
• 1. 학교장의 변혁적 지도성
• 2. 교사 효능감
• 3. 학교장의 변혁적 지도성과 교사 효능감과의 관계
• Ⅴ. 결론
• 참고문헌
• ABSTRACT