운동부 지도교사의 대응가치리더십과 지도자 신뢰 및 팀 응집력과의 관계 = (The)relationship between competing values leadership of teacher, teacher trust, and team cohesion in school sports team

다국어 초록 (Multilingual Abstract)

The first purpose of this study was to examine player perception of competing values leadership, teacher trust, and team cohesion by demographical variables. The second purpose of this study was to examine relationships between the six roles of the teacher, teacher trust, and team cohesion by applying Quinn's Competing Values leadership Paradigm.
The subjects were 580 sports players belonged to middle school and high school in Kangwondo. The researcher was to visit the sport teams, and explain the purpose of this study and contents of the questionnaire, and asked players to answer the questionnaire. Among the 580 respondents, 507 subjects except insincere data the were involved in this study.
The measures were CVLQS(Competing Values Leadership for Scale) developed by Ha Hyung-ju(1996), Coach Trust Inventory used by Lee(2002), Team cohesion Questionnaire developed by Carron(1981). Data was analyzed through SPSS 12.0 Version and the level of significance was set up .05. From the upper the procedure, the results were made as follows.
First, male player had more perception level than female player in authoritative director role of teacher on player perception of competing values leadership by demographical variables. High school player had more perception level than middle school player in mediating broker role of teacher. Team sports player had more perception level than individual sports player in authoritative director and calculating executioner role of teacher. The key player had more perception level than not key player in innovative researcher, mediating broker, analytic manager, mentor role of teacher.
Second, male player had more perception level than female player in consistency of teacher on player perception of teacher trust by demographical variables. Middle school player had more perception level than high school player in sincerity and loyalty of teacher. Individual sports player had more perception level than team sports player in loyalty of teacher. The key player had more perception level than not key player in capability and loyalty of teacher.
Third, female player had more perception level than male player in Group Integration-Social on player perception of team cohesion by demographical variables. High school player had more perception level than middle school player in Group Integration-Task. Team sports player had more perception level than individual sports player in Group Integration-Task and Group Integration-Social. However, individual sports player had more perception level than team sports player in Individual Attractions to Group-Social. The key player had more perception level than not key player in individual Attractions to Group-Task.
Fourth, calculating executioner role had positive effect on sincerity and consistency, innovative researcher role had positive effect on loyalty. Mediating broker role had positive effect on capability, consistency, and openness, analytic manager role had positive effect on capability, loyalty, and openness. Authoritative director role had positive effect on consistency, mentor role had positive effect on sincerity, capability, consistency, loyalty and openness.
Fifth, individual Attractions to Group-Task had positive relationship with innovative researcher role, authoritative director role, and mentor role, individual Attractions to Group-Social had negative relationship with calculating executioner role. Group Integration-Task had positive relationship with calculating executioner role, innovative researcher role, mediating broker, authoritative director role, and mentor role. Group Integration-Social had positive relationship with mediating broker, authoritative director role, analytic manager, authoritative director role, and mentor role.
Lastly, in regard path analysis with multiple regression analysis on relationships between the six roles of the teacher, teacher trust, and team cohesion, competing values leadership had positive effect on team cohesion and teacher trust had positive effect on team cohesion. Especially, competing values leadership had positive effect on team cohesion by mediating teacher trust.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 = 5
• 3. 연구 문제 = 6
• 4. 변인 및 가설 = 6
• 5. 용어의 정의 = 9
• 6. 연구의 제한점 = 11
• Ⅱ. 이론적 배경 = 12
• 1. 리더십의 개념 = 12
• 2. 리더십 이론의 발달과정 = 13
• 3. 리더십관련 선행연구 = 16
• 4. 대응가치 리더십 이론 = 17
• 5. 지도자의 신뢰 = 23
• 6. 팀 응집력 = 27
• Ⅲ. 연구 방법 = 36
• 1. 연구 대상 = 36
• 2. 측정 도구 = 36
• 3. 연구 절차 = 43
• 4. 자료 분석 = 44
• Ⅳ. 연구 결과 = 45
• 1. 선수들의 배경변인에 따른 지도자의 대응가치 리더십,지도자 신뢰 및 팀 응집력 차이 = 45
• 2. 운동부 지도교사의 대응가치리더십과 지도자 신뢰 관계 = 50
• 3. 운동부 지도교사의 대응가치리더십과 팀 응집력 관계 = 54
• 4. 운동부 지도교사의 지도자 신뢰 및 팀 응집력 관계 = 58
• 5. 운동부 지도교사의 대응가치 리더십, 지도자 신뢰 및팀 응집력 관계 = 62
• Ⅴ. 논 의 = 66
• 1. 선수들의 배경변인에 따른 지도자의 대응가치 리더십,지도자 신뢰 및 팀 응집력 = 66
• 2. 운동부 지도교사의 대응가치리더십과 지도자 신뢰 = 70
• 3. 운동부 지도교사의 대응가치리더십과 팀 응집력 = 70
• 4. 운동부 지도교사의 지도자 신뢰와 팀 응집력 = 71
• 5. 운동부 지도교사의 대응가치 리더십, 지도자 신뢰 및팀 응집력 = 72
• Ⅵ. 결론 및 제언 = 73
• 1. 결론 = 73
• 2. 제언 = 76
• 참고문헌 = 77
• 부 록 = 94