교원이 지각한 특수학교장의 리더십과 지식경영 및 조직문화 간의 관계 분석 = The Relationship among the Leadership of Principals inSpecial Schools, heir Knowledge Management, Organization Culture, Perceived by Teachers

국문 초록 (Abstract)

영문초록:This study is to investigate how the school leadership of principals in special schools influences on the information management and the organizational culture of the school. It aims to provide basic resources to consider to improve the roles and the leadership of the principals in special schools in the age of information. The research-questions are as follows. First, are there any differences in the levels of the school leadership of principals perceived by colleagues teachers according to variables from teachers' situations such as their positions, types of schools, locations, types of disabilities and so on? Second, are there any differences in the levels of information management of principals according to variables from teachers' situations such as their positions, types of schools, locations, types of disabilities and so on? Third, are there any differences in the school organizations perceived by teachers working in special schools according to their positions, types of schools, locations, types of disabilities and so on? Fourth, from the perspectives of teachers working in special schools, what is the relationship between a principal's leadership and his or her levels of information management? Last, what is the relationship between a principal's leadership and the organizational culture of the school? To approach these research questions, the definitions of a principal's leadership, information management of a principal, and the organizational culture of the school in special schools were made through preliminary research and literature study. Also the relationship between a principal's leadership, information management, and the organizational culture of the school was theoretically defined. Based on these theoretical backgrounds, questionnaires about a leadership, information management, and the organizational culture of the school were made to test the validity of the research questions. Through the first preliminary research, the credibility of the study was evaluated. In the successive main study, among 5,545 teachers who are working in special schools from all over the nation, 1,450 pieces of questionnaires were sent to 150 teachers from national special schools, 500 teachers from municipal special schools, and 800 teachers from private special schools. However, 148 from national schools, 486 from municipal schools, and 740 from private schools replied. Among these respondents, 140 from national schools, 471 from municipal schools, and 729 from private schools were subjects for the study. To investigate how different a principal's information management, leadership and the organizational culture of the school are according to teachers' personal backgrounds, a multivariate analysis was adopted. Also a Pearson correlation was used to analyze the relationship among the leadership of a principal, information management and the organizational culture of the school and a multiple regression analysis was done among factors. The conclusion of the study is as follows. First, as to the leadership of a principal, if a principal in special schools is in higher positions, working in more than middle-sized cities, he or she tends to give more confidence to colleague teachers with the innovative leadership of trusting colleagues. Principals in national special schools use the exchangeable leadership using compensations and exceptions. Second, principals in national special schools have higher rates of information management, which acquires, produces, accumulates knowledge and makes a database for managing knowledge for better uses for the future. Also they have tendency to lead their school's organizational culture by adopting various learning methods such as teamwork, and individual works, and by facing the changes of information. Third, if a special school is privately run, and if the position is a vice principal, he or she has a positive attitude towards the organizational culture of their school. Intrinsic cultures, such as values, beliefs, or ideologies among members, and expressive cultures, such as school events, human relationships among members, and ceremonies, are found in private special schools more than in other national or municipal special schools. Fourth, the study suggests that the rate of information management turns out higher when the leadership of a principal in special schools is higher. Therefore, a principal in special schools should develop his or her leadership appropriate to the situations of special schools to make information management positive. Fifth, the innovative, exchangeable leadership of which a principal trusts on colleague teachers, gives confidence, and promises relevant compensations, can make the culture of a school organization positive. In other words, the prediction rate regarding how a leadership influences the inherent organizational culture turns out 33% and the prediction rate about how a leadership predicts an expressive culture is 36%, which is high. Therefore, it is concluded that a leadership plays an important role in changing the organizational culture of the school. To summarize, when a principal in special schools gives each member relevant intellectual stimulus, personal considerations, right compensations upon efforts, and the management of exceptions considering each member's situations, members in an organization will take their active parts in the educational objectives of a principal and a variety of school events, and positive working attitudes to have close collaborations with each other. for this reason, principals in special schools should develop their competent leadership to make the organizational culture of their school more positive