담임교사의 지도성유형과 학급풍토간의 관계

다국어 초록 (Multilingual Abstract)

The objective of this study is to look at the difference according to the style of leadership of class teachers through task and human relationship between class teachers and students in humanity high schools and to find the relationship of behavioral characteristics of class teachers and students to study the relationship of leadership of the class teacher and class atmosphere and ultimately to provide information for formation of efficient leadership of class teachers and healthy class atmosphere. To achieve these objective, the following study problems were established.
First, what is the difference of leadership of class teacher according to background factors?
Second, what is the difference between behavioral characteristics ofclass teacher and students?
Third, what is the difference of type of leadership of class teacher and classroom climate ?
To verify these problems, the theoretical basis was structured by comprehending related references and former studies. Based on this information, the subject group was 360 grade 2 humanity high school students in west Gyeongnam area and conducted questionnaire test to research the relationship between the type of leadership of class teacher and class atmosphere.
First, the human relation ship-oriented leadership showed higher among agricultural area homeroom, female homeroom and younger class teachers. The task-oriented tendency showed no significant perception difference according to the background variables however, it was generally high. The effective leadership type and consideration structure leadership type was higher among young class and female class teachers, the initiation structure leadership type was higher among male class and mid-aged (40's) class teachers and the ineffective leadership type was more or less higher among male class and upper-aged (50's and higher) class teachers.
Second, in terms of difference in behavioral characteristic difference of class teachers, the initiation showed higher in younger and mid-aged group whereas consideration was higher among all male and female homeroom teachers, yet female homeroom and younger group class teacher showed higher. Direction was higher among male homeroom and mid-aged class teachers, and laissez faire was perceived to be higher among upper-aged group which showed initiation, consideration, direction and laissez faire respectively. If you look at the behavioral characteristics of the students, self initiation was higher among female students and obedience was higher among male students. Intimacy was higher among both male and female student which showed in the order of intimacy, self initiation, obedience, and voluntariness.
Third, as a result of studying the relationship between the leadership types of class teachers and classroom climate, in effective leadership type the behavioral characteristics of teachers showed higher in initiation and consideration which enhanced the self initiation and intimacy of students, in case of consideration structure leadership type, the consideration and initiation of the behavioral characteristic of class teacher is stronger which enhanced the intimacy of the students and in initiating structure leadership type, the direction of the teacher was stronger which resulted in enhancement of obedience and voluntariness. The ineffective structure leadership type had no influence on students because the laissez faire of the teacher is strong. That is, the effective leadership influences autonomous and familiar classroom climate, the consideration structure leadership type influences familiar and autonomous classroom climate, initiating structure leadership influences controlled classroom climate and ineffective leadership type influences familiar and laissez faire climate.
Since the initiation and consideration are higher among teachers and familiarity and self initiation are higher among students, the perception of class teacher was directed to initiating type whereas the students preferred consideration typeand both teacher and student perceived the effective leadership type most desirable. Especially, it should be reminded that the direct influence on classroom climate was not of the student's behavioral characteristics but that of class teachers. That is, the teachers should keep it in mind the fact that "if the thinking of the teachers change, the students will gradually change in classes."

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• 3. 용어의 정의 3
• 4. 연구의 제한점 4
• Ⅱ. 이론적 배경
• 1. 지도성 5
• 2. 학급풍토 16
• 3. 지도성과 학급풍토와의 선행 연구 21
• Ⅲ. 연구 방법
• 1. 조사대상 및 표집 25
• 2. 조사방법 및 신뢰도 검증 26
• 3. 조사도구 27
• 4. 자료처리 방법 30
• Ⅳ. 연구 결과 및 해석
• 1. 배경 변인에 따른 담임교사의 지도성 유형별 차이 31
• 2. 교사 행동특성과 학생 행동특성과의 차이 35
• 3. 담임교사의 지도성 유형과 학급풍토와의 관계 38
• Ⅴ. 요약, 결론, 제언
• 1. 요약 46
• 2. 결론 49
• 3. 제언 51
• 참고 문헌 52
• 부록 : 설문지 56