중학교 담임의 지도성과 학급풍토 및 집단따돌림 성향간의 관계 분석 : 학생들의 지각을 중심으로 = Analysis on Relation between Homeroom Teacher's Leadership and the Classroom Climate and Tendency to Group-victimization in the middle school

다국어 초록 (Multilingual Abstract)

This reserch was done to prevent group-victimization in schools and to find out how teachers' leadership affects the classroom climate and the way students behave toward one another. The goal here is to achieve a violence-free school and find out the best possible way to connect with the students. Provided here are statistics that will help us effectively prevent group-victimization and guide troubled teenagers.
The results are as followed.
First, it was found that the difference in teachers' gender attributes to student' emotional health. How they receive the information given depends on whether the teachers are work-centered or human-relationship centered, which differs based in their gender. Students with male teachers were proved to put more importance on human-relationships as well as those with female teachers. The students perceive the difference in the teachers' style of teaching to be ineffectiveness. The students interprete teachers′ leaderships based on their sex and commonly believe that teachers are ineffective in general. However, the male teachers have been proved to be more effective and work-centered whereas female teachers are less effective but emphasizes the human relationship more.
Second, except for the indifferent attitude, there is a difference in how students conform to the classroom climate between the two-different-sex teachers. The students think that classroom environments are generally friendly and open. After friendly and open classroom climate, they that classroom environments are controlled. Statistics also show that male teachers like to control students more than females. It is evident however that the gender difference has nothing to do with the classroom climate.
Third, the classroom teacher's leadership and the classroom climate has nothing to do with group-victimizatation and has very little validity.

목차 (Table of Contents)

• 목차 = 2
• Ⅰ. 서론 = 5
• A. 연구의 필요성 및 목적 = 5
• B. 연구문제 = 8
• C. 연구의 제한점 = 8
• D. 용어의 정의 = 8
• Ⅱ. 이론적 배경 = 10
• A. 교사의 지도성 = 10
• B. 학급 풍토 이론 = 16
• C. 집단따돌림 성향 = 24
• D. 교사의 지도성과 학급풍토 및 집단 따돌림 성향 = 38
• E. 선행연구의 고찰 = 40
• Ⅲ. 연구의 방법 = 46
• A. 연구대상 = 46
• B. 측정도구 = 46
• C. 자료처리 방법 = 48
• Ⅳ. 결과 및 해석 = 50
• A. 교사의 지도성 분석 = 50
• B. 학급풍토 분석 = 52
• C. 교사의 지도성, 학급풍토, 집단따돌림 성향간의 관계 = 53
• Ⅴ.요약 및 결론 = 57
• A.요약 = 57
• B. 결론 및 제언 = 58
• 참고문헌 = 62
• 질문지 = 65
• ABSTRACT = 70