중학교 교장의 수업지도력과 교사수업행동 수준과의 관계 = (A) study on the relationship between a principals' instructional leadership and teaching behaviors of teachers in middle schools

다국어 초록 (Multilingual Abstract)

This study was to examine the relationship between instructional leadership of a principal and teaching behaviors of a teacher.
Concrete methods to achieve the study goal are as follows.
First, the researcher examined how different the instructional leadership of a principal affected teachers according to teachers' individual variables(such as gender, years of teaching career, and position, etc)and school backgrounds (size).
Second, the researcher examined how different the level of teaching behaviors of a teacher was according to teachers' individual variables(such as gender, years of teaching career, and position, etc) and school backgrounds (size).
Third, the researcher examined the relation between instructional leadership of a principal and the level of teaching behavior of a teacher, and analyzed how different the relation was according to the individual background of teachers and the school backgrounds.
Data was collected from 451 middle school teachers in Paju and I1san, Gyeonggi Province. Statistics were used for overall trend by calculating the mean (M) and standard deviation (SD) according to every cause. Follow-up verification was done by Scheffe after performing verification and F verification. Level of significance (p) was interpreted at level 5%, 1% and 0.1% and SPSS 12.0 statistics program was used.
Conclusions obtained from the study result are as follows.
First, middle school principals are showing enough instructional leadership.
Second, teachers are setting clear goal and educating students according to their academic levels. Also, the teachers who have less experience are better at performing their teaching role than those who have more experience.
Third, the teachers who recognize that their principal is showing good instructional leadership are better at suggesting teaching courses and the contents, show more active and dynamic performance, and are better at leading varied classes according to academic levels of students than those who don't.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 = 5
• C. 용어의 정의 = 6
• D. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• A. 교장의 수업지도성 = 10
• B. 교사의 수업행동 = 24
• C. 교장의 수업 지도성과 교사의 수업 행동과의 관계 = 30
• Ⅲ. 연구의 방법 = 33
• A. 표집대상 = 33
• B. 측정도구 = 35
• C. 자료처리 = 38
• Ⅳ. 결과 및 해석 = 40
• A. 교장의 수업지도력 = 40
• B. 교사의 수업행동 수준 = 44
• C. 교장의 수업지도력과 교사의 수업행동 수준과의 관계 = 47
• Ⅴ. 요약 및 결론 = 56
• A. 요약 = 56
• B. 결론 = 59
• C. 제언 = 60
• 참고문헌 = 61
• ABSTRACT = 65
• 부록 = 67