학교장의 변혁적 지도성과 학교의 학습조직 수준에 관한 연구 = The Study on the Principals' Transformational Leadership and the Level of Learning Organization

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this study is to establish the theory of the Principal's Transformational Leadership and the level of Learning Organization. To achieve this purpose, the following research questions were set up.
First, Do teachers differently perceive Principal's Transformational Leadership according to the background variables (Sex, Career, School establishment, School type).
Second, Do teachers differently perceive the level of Learning Organization according to the background variables (Sex, Career, School establishment, School type).
Third, Is there relationship between Principal's Transformational Leadership and the level of Learning Organization?
B. The Methods of this Study
The samples of this study were conducted from 275 of high school teachers in Daejeon, Korea.
This study was used with following two questionnaires; one is TSLQ(Transformational School Leadership Questionnaire) for searching Principal's Transformational Leadership in educational structure and the other is Learning Organization Profile for searching the level of Learning Organization.
The statistical methods used for data analysis of the study were Means, Standard Deviation, T-test, F-test(one-way ANOVA), Scheff？ test, Multiple regression analysis by SPSS 12.0K for Windows.
C. The Results of this Study
1. The Principal's transformational leadership
First, we come to know the cognitive difference between sex and career when it comes to the principal's transformational leadership. While, there is no cognitive difference according to the school establishment and the school type. When it comes to sex, male teachers are more sensitive to the principal's transformational leadership than female teachers. And according to the career, the teachers who have been working for five years are much more sensitive to the principal's transformational leadership than the teachers who have been working for six years and over sixteen years.
Second, we can check the cognitive difference when it comes to sub-variables of the principal's transformational leadership according to the teachers personal backgrounds. According to the gender and career there is difference on the intellectual stimulus. While, there is no difference on the intellectual stimulus depending on the school establishment and the school types. There is difference on the charisma according to sex and career. On the other hand, there is no difference on the charisma according to the school establishment and the school type.
2. The Level of Learning Organization.
First, When we consider the career, we come to find that there is cognitive difference on the level of Learning Organization according to the teachers' personal backgrounds. But there is no cognitive difference among sex, the school establishment and the school type. Female teachers are much more sensitive to the level of Learning Organization than male teachers.
Second, when we consider the cognitive difference on the sub-variables of the level of Learning Organization, we can realize that there is cognitive difference on the learning depending on the career. While there is no cognitive difference on the learning when it comes to the achievement, the school establishment, the school type. When we consider the cognitive ability on the organization, we can know that there is difference according to sex and the school establishment. On the other hand, there is no difference according to the career and the school type. When we consider the cognitive ability on the person, we can know that there is difference depending on the sex and the career. But there is no difference according to the school establishment and the school type. According to career, there is difference of understanding knowledge. However there is no difference of understanding knowledge according to the achievement, the school establishment and the school type. When it comes to the technique, there is difference of figuring out technique according to the career. But there is no difference according to the sex, school establishment and school type.
3. The hypothesis on the Principal's Transformational Leadership and the Level of Learning Organization.
First, we performed a multiple regression analysis to know how much the sub-variables of the Principal's Transformational Leadership affect the level of learning organization. It shows that sub-variables of the Principal's Transformational Leadership is affected when the intellectual stimulus is equivalent to p<.001 and the unity promotion to p<0.1. The predictable variables is 61.7%.
Second, we performed a multiple regression analysis to know how much the sub-variables of the Principal's Transformational Leadership such as intellectual stimulus, individual interesting, unity promotion affect sub-variables of the level of learning organization such as learning, organization, an individual, knowledge and technique. As is resulted, the significance level p<.01 of the intellectual stimulus affects learning. The predictable variables of whole explanation level is 61.7%. The significance level p<.001 of the intellectual stimulus and significance level p<.05 of the unity promotion affect organization. The predictable variables of whole explanation level is 61.2%. The significance level p<.001 of the intellectual stimulus affects knowledge. The predictable variables of whole explanation level is 51.6%. The significance level p<.05 of the intellectual stimulus and the significance level p<.05 of the unity promotion affect techniques. The predictable variables of whole explanation level is 37.3%.
D. The Conclusions of the Study
On the basis of the result , this study can be concluded as follows;
First, we come to know the cognitive difference between sex and career when it comes to the principal's transformational leadership. While, there is no cognitive difference according to the school establishment and the school type. we can check the cognitive difference when it comes to sub-variables of the principal's transformational leadership according to the teachers personal backgrounds. According to the gender and career, there is difference on the intellectual stimulus. While, there is no difference on the intellectual stimulus depending on the school establishment and the school types. There is difference on the charisma according to gender and career. On the other hand, there is no difference on the charisma according to the school establishment and the school type.
Second, When we consider the career, we come to find that there is cognitive difference on the level of Learning Organization according to the teachers' personal backgrounds. But there is no cognitive difference among gender, the school establishment and the school type. When we consider the cognitive difference on the sub-variables of the level of Learning Organization, we can realize that there is cognitive difference on the learning depending on the career. While there is no cognitive difference on the learning when it comes to the achievement, the school establishment, the school type.
Third, we want to check the hypothesis on the principal's transformational leadership and the level of Learning Organization. Thus, we performed the study to know how much sub-variables of the principal's transformational leadership affect the level of Learning Organization. We can reach the conclusion that the intellectual stimulus and the unity promotion are affected. Through a process of deduction, the principals' intellectual ability, consideration on the job, cooperative culture bond and the feeling of solidarity have an effect on the level of Learning Organization. The sub-variables of the principal's transformational leadership have an influence on the learning intellectually. And the influence on the organization and a person is the intellectual stimulus and the unity promotion.

목차 (Table of Contents)

• Ⅰ. 서론 1
• A. 문제의 제기 1
• B. 연구의 목적과 문제 3
• C. 용어의 정의 3
• D. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• A. 변혁적 지도성 이론 5
• B. 학습조직 이론 11
• C. 연구 모형 22
• Ⅲ. 연구 방법 23
• A. 연구 대상 23
• B. 측정 도구 24
• C. 자료 처리 26
• Ⅳ. 연구 결과 및 해석 29
• A. 교사가 지각한 학교장의 변혁적 지도성 29
• B. 교사가 지각한 학교의 학습조직 수준 34
• C. 학교장의 변혁적 지도성과 학교의 학습조직 수준과의 관계 41
• Ⅴ. 요약·결론 및 제언 47
• A. 요약 47
• B. 결론 49
• C. 제언 50
• 참고문헌 53
• ABSTRACT 55
• 부록 61