교사가 지각한 학교장의 문화적 지도성이 조직문화와 조직몰입을 매개로 조직 효과성에 미치는 영향 = (The)effects of school principals' cultural leadership upon organizational effectiveness via organizational culture and organizational commitment

국문 초록 (Abstract)

영문초록:The purpose of this study was to investigate The Effects of School Principals' Cultural Leadership upon Organizational Effectiveness Via Organizational Culture and Organizational Commitment The population of this study was to limited to teachers of 40 elementary schools in Gyungi provinces. The multiple stratified sampling method was used for this study. Out of a total of 635(800) surveys returned, 46 respondents were excluded from statistical analysis for either their incomplete responses or unreliable answers. The final 589 respondents were analyzed for this study. The statistical methods applied for the data analysis were the t-test, correlation and multiple regression analysis, and path analysis. The statistical computations were done by SPSSWin 10.00. The major findings of this study were as follows: First, in terms of principal's gender, there were statistically significant differences in broad-mindedness and organizational commitment. In terms of principal's professional working experiences, there were significant differences in broad-mindedness and moral model. According to teacher's working experiences as a director, there were signficant differences in supportive considerateness, broad-mindedness, moral model, enthusiastic sincerity, organizational culture and commitments, and organizational effectiveness. Therefore, according to the principal's gender, principal's professional working experiences, and teacher's working experiences as a director, there were significant differences in principal's cultural leadership, organizational culture and commitments, and organizational effectiveness, which were perceived by teachers. Second, in 9 paths, there were statistically significant differences in principal's supportive considerateness, broad-mindedness, moral model, enthusiastic sincerity, organizational culture and commitments, and organizational effectiveness, which were perceived by teachers. These seven variables had direct and indirect effects on school organizational effectiveness in 19 paths, and explained 65 percent of school organizational effectiveness. The most significantly influential variables in relation to school organizational effectiveness were organizational commitments and culture, supportive considerateness, and enthusiastic sincerity. Therefore, school principals should consider these variables to improve school organizational effectiveness. Third, in terms of principal's gender, all male and female principals' variables had significant effects on organizational effectiveness in 7 paths. The variables of male principals explained 64 percent of school organizational effectiveness and the variables of female principals explained 71% percent. Especially, among male principals' variables, the organizational commitments and culture, and enthusiastic sincerity had the most significantly influential effects on school organizational effectiveness. However, among female principals' variables, organizational commitments, broad-mindedness, and organizational culture had the most significant effects on school organizational effectiveness. Therefore, male principals should consider to have more broad-mindedness and female principals should consider to have more enthusiastic sincerity to improve school organizational effectiveness. Also, since female principals had lower organizational culture than male principals, female principals should consider this to improve school organizational effectiveness. Fourth, the variables of principals who had professional working experiences were significantly different each other in 9 paths and the variables of principals who didn't have professional working experiences were significantly different each other in 8 paths. These variables had direct and indirect effects on school organizational effectiveness in 19 paths. The variables of principals who had professional working experiences explained 67 percent of school organizational effectiveness and the variables of principals who didn't have professional working experiences explained 71 percent. Among the variables of principals who had professional working experiences, the organizational commitments and culture, supportive considerateness, and enthusiastic sincerity were the most significantly influential variables on school organizational effectiveness. Among the variables of principals who didn't have professional working experiences, the organizational commitments and culture, and enthusiastic sincerity were the most significantly influential variables on organizational effectiveness. Since teachers perceived that the principals who had professional working experiences had more supportive considerateness than the principals who didn't have professional working experiences, school principals should consider this to improve school organizational effectiveness