學校長의 授業指導性이 學校風土와 敎師效能感에 미치는 影響 = (The)effect of teaching leadership of principal on school climate and teacher's efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the effect about teaching leadership of principal on school climate and teacher's efficacy.
The major contents of this study are as follows specifically.
Firstly, to analyze and verify the recognition difference of teachers for teaching leadership of principal by the variation like sex, academic career, school size and number of students.
Secondly, to analyze and verify the recognition difference of teachers for school climate by the variations like sex, academic career, school size and number of students.
Thirdly, to analyze and verify the recognition difference for teachers efficacy by the variation like sex, academic career, school size and number of students.
Fourthly, to analyze and verify the effect of teaching leadership of principal on school climate and teacher's efficacy.
For this study six hundred sixty one teachers of elementary schools across the south Chungcheong province were randomly sampled.
The questionnaire on teaching leadership of principal used in this study were composed of 5 items and the questionnaire on school climate used revised questionnaire of school climate (OCDQ-RE) developed by Hoy&Clover(1996).
This questionnaire consisted of six factors such as supporting behavior, directed behavior, limited behavior of principal and cooperative behavior, friendly behavior, non-harmonious behavior of teachers.
Collective efficacy of teachers based Goddard&Hoy(2000) study used instrument tool by Kin A-Young, Kim Min-Jung(2002).
This date of study were analysed as follows.
First, the variations difference like sex, academic career, school size, number of students for teaching leadership of principal was analysed by the descriptive statistics and one variations analysis. Also post-verification (Sheffe) was used to find out the specific difference among groups.
Second, the difference of school climate like sex. academic career school size, number of students was analysed by the descriptive statistics and one variation analysis.
Also post-verification(Sheffe) was used to find out the specific differences among groups.
Third, the difference of collective efficacy of teachers like sex, academic career school size, number of students was analyzed by the descriptive statistics and one variation analysis. Also post-verification(Sheffe) was used to find out the specific differences among groups.
Fourth, the effect of leadership variations of principal on school climate was analyzed by the descriptive statistics and t-verification.
Fifth, the effect of leadership variations of principal on collective efficacy of teachers was analyzed by the descriptive statistics and t-verification.
Sixth, direct and indirect effect of leadership variation of principal on school climate and collective efficacy of teachers was analyzed by the co-relative analysis, regression analysis and route analysis.
The results of study are as follows.
First, the recognition difference on teaching leadership of principal showed male teachers highly than female ones. The reason is that male teachers occupy more position of chief teacher than female ones and male teachers are charge in major business in school.
In educational career teachers over twenty years showed recognition difference highly owing to educational condition in south Choungcheong province.
In school size, teaching leadership of principal showed 11-20 of classes highly. Because school composed of 11-20 classes are considered a effective one to fulfill the teaching leadership of principal comparing to too large sized school or too small sized school. In numbers of students, classes composed of 11-20 students showed teaching leadership of principal highly.
Second, at the result of analysis for variations of school climate there is no meaningful difference in sex. In educational career, teachers over 20 years, in school size classes less than ten, in number of student 11-20 persons of class showed a meaningful difference highly.
In behavior analysis of principal, most of male teachers recognized principal's supportive role highly comparing to female ones.
Especially, teachers over 20 years educational career responded highly. In directive behavior of principal, teachers of 20 years of educational career responded highly.
In school size, supportive behavior of principal showed highly less than 10 classes and class of 11-20 students showed highly.
But limited behavior of principal showed highly in number of 21-30 students.
In behavior analysis of teachers, teacher's friendly behavior showed teachers over 20 years of educational career highly and cooperative behavior showed in class less than 10. Non- harmonious behavior of teachers showed in 11-20 sized classes and students over 31 highly.
The revised questionnaire of school climate developed by Hoy&Clover(1996) was used as a instrument tool but Cronbach ∂ coefficient showed 0.65 low.
And directive and non-harmonious behavior showed low reliability.
It showed that the position modulus of discrimination degree and curve of border characteristics through Multilog program applying the theory of item response diverge from -3 to 3 greatly.
This problem suggests that we use foreign data instead of developing our own school climate data. Accordingly we need to develop an instrument tool of school climate appropriate to our own situation.
Third, the corelation between teaching leadership variation of principals and collective efficacy of teachers showed 0.623 highly.
Also the corelation between leadership variation of principal and school climate showed 0.664 highly. It means that teaching leadership variation of principals influence to school climate and collective efficacy of teachers.
On the contrary it mean that school climate and collective efficacy of teachers influence to teaching leadership variation of principals.
Fourth, the result of regression analysis for the effect of teaching leadership variation of principal to collective efficacy of teacher showed 22.3% of collective efficacy of teacher. The results for effect of teaching leadership variation of principal to school climate showed that teacher's autonomy influence to openness of school culture of 29.6%.
Fifth, teaching leadership of principal influence to teacher's efficacy and school climate directly. Also, school climate influence to teacher's efficacy directly.
Sixth, teacher's recognition for teaching leadership of principal showed positive because principal run a school democratically and keep a supportive administration rather than direction or control.
From this conclusions, following suggestions were drawn.
First, principals have to possess knowledge, qualification and professionalism for teaching because teachers think highly of teaching leadership of principal.
Second, even though public subscription of principal are introduced, the most important criterion of choice should be principal's teaching professionalism.
Third, school climate and teacher's efficacy in small school showed recognition highly because too large sized school principal can't show leadership and space of control. Accordingly principal need to maintain a proper school size to accomplish a leadership.
Fourth, continuous study should be performed about principal's leadership, school climate and teacher's efficacy in every school.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 지도성의 개념 = 8
• 2. 지도성에 관한 이론 = 10
• 3. 학교장의 직무, 역할과 지도성 = 21
• 4. 학교풍토(School Climate) = 27
• 5. 교사효능감(teacher efficacy) = 36
• Ⅲ. 연구 방법 = 43
• 1. 연구의 모형 = 43
• 2. 연구대상 및 표집 = 44
• 3. 측정 도구 = 44
• 4. 자료분석 = 47
• Ⅳ. 결과 분석 = 48
• 1. 교장의 수업지도성에 대한 교사의 인식 = 48
• 2. 학교풍토에 대한 교사의 인식 = 49
• 3. 집단적 교사효능감에 대한 교사의 인식 = 55
• 4. 학교장의 수업지도성이 학교풍토와 교사효능감에 미치는 영향 = 56
• Ⅳ. 요약 및 결론 = 60
• 1. 요약 = 60
• 2. 결론 = 62
• 참고문헌 = 66
• Abstract = 75
• 부록 = 80

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