교장의 수업지도성이 고등학생의 학업성취도에 미치는 영향에 대한 공변량 구조분석

국문 초록 (Abstract)

본 연구에서 교장의 수업지도성은 교장의 수업지도성과 학교수준 변인인 학교 풍토, 수업조직화의 세 가지 요인을 포함하는 명칭을 의미한다. 교장의 수업 지도성, 학교수준 변인인 학교 풍토, 수업조직화가 고등학생들의 학업성취도에 인과적으로 미치는 영향이 어떠한지를 규명하기 위해 이론적 접근과 자료 분석 을 시도하였다 학교장 수업지도성, 학교수준 변인인 학교풍토, 수업조직화 관련 측정 도구는 교육행정 전문가 10 인의 자문을 구하고 예비 설문 분석을 통해 최종 82문항을 재개발하였다 검사는 10월의 사설 모의고사를 친 울산, 경남, 전남지역 인문계 고교 교사 570 명을 대상으로 질시하였다. 분석 후 얻은 주요 결과는 다음과 같다. 첫째, 교장의 수업지도성은 학교풍토에 직접 미치는 영향은 매우 크게 나타났다 둘째, 교장의 수업지도성이 수엽 조직에 직접 미치는 영향 역시 유의미한 영향을 마쳤다. 셋째, 학교풍토와 수업 조직이 학업성취도에 직접 미치는 영향은 높지는 않지만 학업성취도에 영향을 미치는 중요한 요인임을 나타냈다 넷째, 교장의 수업지도성이 학교풍토를 거쳐 학생의 학업성취도에 간접적으로 영향을 미쳤다. 다섯째, 교장의 수업지도성이 수업조직화를 거쳐 학업성취도에 간접적으로 미치는 영향은 적지만 영향을 미치는 데 의의를 보여 주었다. 여섯째, 학업성취도가 높은 학교와 낮은 학교간의 비교에서 교사들의 지각은 학업성취도가 높은 학교가 낮은 학교에 비해 교장의 수업지도성파 학교수준 변인인 수업조직화, 학교풍토 요인에서 학생들의 학업 생취도가 더 잘 나타나는 차이를 나타냈다.

다국어 초록 (Multilingual Abstract)

This study is to examine direct effects of principals' instructional leadership, school climate and Instructional organization on students' achievement, direct effects of principals' instructional leadership on school climate and instructional organization, and indirect effects of principals' instruction leadership on students' achievement through school climate and teachers' Instructional organization. This study is carried out the literature review and survey research in order to find the effects of principals' Instructional leadership, school climate, and instructional organization on students' achievement. For the survey questionnaire, Hallinger and Murphy's PIMERS(Principal Instructional Management Rating Scale) was used for instructional leadership, Lezotte's School Learning Climate for school climate, and Mohan's questionnaire for the factors of teacher instructional behavior. The subject of study is limited to 570 teachers who are teaching the second grade students Korean, English, Society, and Science In academic high schools. This study includes 31 academic high schools which are located In Ilsan, Jeonnam, and Kyungnam regions. Students' achievement is confined to the second grade In each school that had private practice exam in October 2003 The results on each research question can be summarized as follows. Frist, principals' instructional leadership showed slight effect in .057 on students' achievement. ① The direct effect of instructional organization on students' achievement can be seen very slight. ② It was found that the general effects principals' instructional leadership affects on students' achievement indirectly were a little slight in .177. Second, the cause and effect relationship among principals' instructional leadership, school climate and students' achievement was shown various. ① The result that principals' instructional leadership affected to a considerable extent on school climate in 954 suggests schools should laster learning climate to improve students' achievement. ② School climate had a little inconsiderable effect in .119 on students' achievement. ③ It was shown that the indirect effect of principals' instructional leadership on students' achievement through school climate was a little inconsiderable in .113. Third, the cause and effect relationship among principals' instructional leadership, teachers' instructional organization and students' achievement appeared various ① It was also shown that the direct effect of principals' instructional leadership on teachers' instructional organization was great in .799 ② The direct effect of teachers' instructional organization on students' achievement was very slight in .006. ③ It was found that the indirect effect of principals' instructional leadership on students' achievement through teachers' instructional organization was quite inconsiderable in .004. The overall results of study turned out while principals' instructional leadership had great effect on school climate and teachers' instructional organization, principals' instructional leadership and teachers' instructional organization affected very slightly on students' achievement Instructional leadership had slight indirect effect on students' achievement through school climate, and principals' instructional leadership affects on students' achievement through instructional organization.

목차 (Table of Contents)

• 요약
  
• Ⅰ. 서론
  
• Ⅱ. 교장의 수업지도성과 관련 변수에 대한 이론 탐색
  
• Ⅲ. 연구 방법
  
• Ⅳ. 결과 및 논의
  
• Ⅴ. 결론 및 제언
  
• 참고문헌
  
• Abstract