유치원 원감의 지도성 유형과 교사의 직무만족도 관계 연구 = A Study on the Relations between Kindergarten Vice-principal's Leadership Type and Teacher's Job Satisfation

국문 초록 (Abstract)

본 연구는 유치원 원감의 지도성 유형을 교사는 어떻게 인식하며, 지도성 유형에 따른 교사의 직무만족도 차이를 알아보고, 교사의 배경변인에 따른 직무만족도의 차이를 분석함으로써 유치원 교육의 질을 높이고, 효과적인 유치원 운영의 기본방안을 모색하기위한 기초 자료를 제공하는데 목적을 둔다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is how teachers in kindergarten are aware of leadership of its vice-principal, to find the teachers' job satisfaction in accordance with the leadership type, for the upgrade of education quality in kindergarten through analyzing the job satisfaction according to social and individual environment of the teachers, to find efficient management plan for the kindergarten.
This research questions to achieve the goal of this study are as follows.
First, what is awareness of teachers' for the leadership type?
Second, what are differences of the job satisfaction according to their social and individual environment?
Third, what are differences of the job satisfaction according to the leadership type?
This study yielded the following conclusions.
First, as a result of research for the awareness according to the leadership, the leadership is classified efficiency type in 1st rank and oriented-work type, inefficiency type, concord type in that order. In case of oriented-work type in 2nd rank and inefficiency type in 3rd rank, it seems to be caused by highly critical point of view to the leadership type.
Second, as a result of research for the job satisfaction for the each social and individual environment, relationship between teachers, work, consciousness as a teacher, social relationship etc are satisfactory. However work environment, pay and promotion opportunity, welfare etc are not satisfactory.
The teachers' awareness aren't big different for their career in teaching and school background. Also the awareness according to the teachers' age, aren't big different about their relationship between colleagues, conscious of the work as a teacher, work environment, pay and promotion opportunity. However some interesting differences are found at social relationship and welfare in statistics.
For the social relationship, the job satisfaction of older teacher group are better than younger group. The research shows 31-year-old to 35-year-old group is most satisfactory and older than 36-year-old group, 26-year-old to 30-year-old group, younger than 25-year-old group in that order. It means that the aged teachers feel a sense of stability for their job and have been adjusted well for their education society.
For the welfare, older than 36-year-old group, younger than 25-year-old group, 31-year-old to 35-year-old group and 26-year-old to 30-year-old group are satisfactory in that order. The interesting result is differences between younger than 25-year-old group and 26-year-old to 30-year-old group.
Third, as a result of analysis for the differences of job satisfaction according to the leadership type, all of job satisfaction factors are the most satisfactory when the leadership is the efficiency type and when the leadership is the concord type, the job satisfaction of work, conscious as a teacher, work environment, pay and promotion opportunity, social relationship, welfare are satisfactory in that order. Most of the teachers who think inefficiency type for the leadership, are not satisfactory.
It means that the leadership type is important factor to give job satisfaction to the teachers. Thus the concord type and the oriented-work type should be balanced to develop the teachers' job satisfaction.
Especially, the vice-principal should have leadership that makes democratic and open-minded environment for the teachers through human being oriented leadership rather than oriented-work type leadership and it helps develop the teachers' job satisfactory.
Also government should helps the vice-principals to develop own their specialty as a leader through training and education program to manage well for the teachers and kindergarten as a good leader.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 연구의 제한점 = 3
• 4. 용어의 정의 = 4
• II. 이론적 배경 = 5
• 1. 지도성의 개념 및 이론 = 5
• 2. 원감의 역할 = 21
• 3. 교사 직무만족도 = 25
• Ⅲ. 연구 방법 = 38
• 1. 연구 대상 = 38
• 2. 측정 도구 = 39
• 3. 연구 절차 = 42
• 4. 자료 분석 = 43
• Ⅳ. 연구 결과 및 해석 = 44
• 1. 원감의 지도성에 대한 교사 집단의 지각 차이 = 44
• 2. 교사의 직무만족에 대한 교사 집단의 지각 차이 = 45
• 3. 원감의 지도성 유형에 따른 교사의 직무만족도의 차이 = 49
• Ⅴ. 요약 및 결론 = 53
• 1. 요약 및 논의 = 53
• 2. 결론 및 제언 = 55
• 참고문헌 = 58
• ABSTRACT = 64
• 부록 = 67