The purpose of this study is to identify teacher leadership required in knowledge society and to examine the relationship among teacher leadership in knowledge society, school organizational culture and organizational effectiveness. The research pro...
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RISS 인기검색어
https://www.riss.kr/link?id=T11264933
- 저자
-
발행사항
서울 : 국민대학교 대학원, 2008
-
학위논문사항
학위논문(박사) -- 국민대학교 대학원 , 교육학과 교육행정학전공 , 2008. 2
-
발행연도
2008
-
작성언어
한국어
-
DDC
371.2 판사항(21)
-
발행국(도시)
서울
-
기타서명
(A) Study on the Relationship among Teacher Leadership in Knowledge Society, School Organizational Culture, and Organizational Effectiveness
-
형태사항
v, 118 p. : 삽도 ; 26 cm.
-
일반주기명
참고문헌 수록
-
소장기관
- 국립중앙도서관
- 국민대학교 성곡도서관
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study is to identify teacher leadership required in knowledge society and to examine the relationship among teacher leadership in knowledge society, school organizational culture and organizational effectiveness.
The research problems for this study are as follows.
First, what sort of competences should be developed for the teacher leadership in the knowledge society?
Second, does the teacher leadership affect the school organizational effectiveness?
Third, does the teacher leadership affect the school organizational culture such as collective culture, innovative culture, rational culture, hierarchic culture?
Forth, does the school organizational culture affect the school organizational effectiveness?
Fifth, does the teacher leadership affect the school organizational effectiveness through the school organizational culture?
To collect data questionnaires were administered to 224 elementary school teachers, 252 middle school teachers, and 228 high school teachers in Seoul, Inchon, and Kyoungki-do in Korea. The questionnaires were used to examine the extent of teacher leadership, to measure the degree of school organizational effectiveness, and to identify the type of school organizational culture. The collected data were analyzed for (1) t-test and variance analysis to examine the extent of teacher leadership and school organizational effectiveness, (2) correlation analysis to find out the relationship between teacher leadership, school organizational culture, and school organizational effectiveness, (3) multiple regression analysis to examine the influence of teacher leadership upon the school organizational culture and the school organizational effectiveness and also the influence of the school organizational culture upon the school organizational effectiveness, (4) path coefficient secured through structural equation to find out direct and indirect effect of the teacher leadership, the school organizational culture, and the school organizational effectiveness.
The findings of this study were as follows:
First, teacher leadership in knowledge society was relatively more competent in counseling and problem-solving but relatively less competent in future-forecasting and vision-creating. Competency for future- forecasting was highly perceived by male teachers, staff teachers and senior teachers while competency for vision-creating was highly perceived by staff teachers and teachers with 21-30 years of experience. Mean of counseling ability was higher in female teachers, staff teachers, and teachers with 21-30 years of experience. The ability for problem-solving was higher in staff teachers but it was the lowest in teachers with over 31 years of experience.
Second, Mean value of school organization effectiveness was generally higher. Job performance(M=3.677) was higher than job satisfaction(M=3.487). The Means of female teachers, staff teachers, and elementary school teachers were higher in these two factors. Particularly, job satisfaction was the highest for teachers with over 31 years of experience. while job performance was the highest for teachers with 21-30 years of experience.
Third, teacher leadership in knowledge society was found to have partial effects on school organizational culture such as collective, innovative, rational, and hierarchic culture. Our research showed that the vision-creating ability and counseling ability had a relatively greater effect on school organizational culture.
Fourth, teacher leadership for school organizational effectiveness such as job satisfaction and job performance accounts for 27.6% and 34.9% respectively. Especially, vision-creating ability influences the highest on job satisfaction and also counseling ability has a relatively high effect. The effect of job performance was in order of counseling ability, problem-solving ability and vision-creating ability.
Fifth, all types of school organizational cultures had a significant effect on job satisfaction. but only collective and innovative cultures had a significant effect on job performance.
Sixth, the effect of collective culture on school organizational effectiveness was found to be .476 in overall with .231 of direct effect and .245 of indirect effect. The effect of innovative culture on school organizational effectiveness was found to be .605 in overall with .308 of direct effect and .297 of indirect effect. The results of our research showed that the effect of rational culture on school organizational effectiveness was .810 in overall with .722 of direct effect and .088 of indirect effect. Finally, the effect of hierarchic culture on effectiveness of school organization was found to be .819 in overall with .748 of direct effect and .071 of indirect effect.
In short, the collective culture affected effectiveness of school organization more in an indirect manner rather than in a direct manner. Innovative culture had the greatest indirect effect on effectiveness of school organization among the four organizational cultures. In contrast, rational culture and hierarchic culture affected highly in a direct manner but hardly in an indirect manner.
Conclusions of this study are as follows:
First, teachers show sufficient abilities in school counseling and problem-solving while lacking skills in vision-creating and future-forecasting.
Second, teacher leadership in knowledge society has affected effectiveness of school organization. Therefore teacher leadership should be improved to enhance the effectiveness of school organization in knowledge society.
Third, teacher leadership in knowledge society significantly influences on effectiveness of school organization directly and indirectly through school organizational cultures. Therefore, in order to enhance the effectiveness of school organization, teacher leadership in knowledge society should be cultivated in order to adjust positively with the external environmental changes and to replace traditional culture such as hierarchic culture with a transformational culture such as innovative culture that respects teamwork.
The research problems for this study are as follows.
First, what sort of competences should be developed for the teacher leadership in the knowledge society?
Second, does the teacher leadership affect the school organizational effectiveness?
Third, does the teacher leadership affect the school organizational culture such as collective culture, innovative culture, rational culture, hierarchic culture?
Forth, does the school organizational culture affect the school organizational effectiveness?
Fifth, does the teacher leadership affect the school organizational effectiveness through the school organizational culture?
To collect data questionnaires were administered to 224 elementary school teachers, 252 middle school teachers, and 228 high school teachers in Seoul, Inchon, and Kyoungki-do in Korea. The questionnaires were used to examine the extent of teacher leadership, to measure the degree of school organizational effectiveness, and to identify the type of school organizational culture. The collected data were analyzed for (1) t-test and variance analysis to examine the extent of teacher leadership and school organizational effectiveness, (2) correlation analysis to find out the relationship between teacher leadership, school organizational culture, and school organizational effectiveness, (3) multiple regression analysis to examine the influence of teacher leadership upon the school organizational culture and the school organizational effectiveness and also the influence of the school organizational culture upon the school organizational effectiveness, (4) path coefficient secured through structural equation to find out direct and indirect effect of the teacher leadership, the school organizational culture, and the school organizational effectiveness.
The findings of this study were as follows:
First, teacher leadership in knowledge society was relatively more competent in counseling and problem-solving but relatively less competent in future-forecasting and vision-creating. Competency for future- forecasting was highly perceived by male teachers, staff teachers and senior teachers while competency for vision-creating was highly perceived by staff teachers and teachers with 21-30 years of experience. Mean of counseling ability was higher in female teachers, staff teachers, and teachers with 21-30 years of experience. The ability for problem-solving was higher in staff teachers but it was the lowest in teachers with over 31 years of experience.
Second, Mean value of school organization effectiveness was generally higher. Job performance(M=3.677) was higher than job satisfaction(M=3.487). The Means of female teachers, staff teachers, and elementary school teachers were higher in these two factors. Particularly, job satisfaction was the highest for teachers with over 31 years of experience. while job performance was the highest for teachers with 21-30 years of experience.
Third, teacher leadership in knowledge society was found to have partial effects on school organizational culture such as collective, innovative, rational, and hierarchic culture. Our research showed that the vision-creating ability and counseling ability had a relatively greater effect on school organizational culture.
Fourth, teacher leadership for school organizational effectiveness such as job satisfaction and job performance accounts for 27.6% and 34.9% respectively. Especially, vision-creating ability influences the highest on job satisfaction and also counseling ability has a relatively high effect. The effect of job performance was in order of counseling ability, problem-solving ability and vision-creating ability.
Fifth, all types of school organizational cultures had a significant effect on job satisfaction. but only collective and innovative cultures had a significant effect on job performance.
Sixth, the effect of collective culture on school organizational effectiveness was found to be .476 in overall with .231 of direct effect and .245 of indirect effect. The effect of innovative culture on school organizational effectiveness was found to be .605 in overall with .308 of direct effect and .297 of indirect effect. The results of our research showed that the effect of rational culture on school organizational effectiveness was .810 in overall with .722 of direct effect and .088 of indirect effect. Finally, the effect of hierarchic culture on effectiveness of school organization was found to be .819 in overall with .748 of direct effect and .071 of indirect effect.
In short, the collective culture affected effectiveness of school organization more in an indirect manner rather than in a direct manner. Innovative culture had the greatest indirect effect on effectiveness of school organization among the four organizational cultures. In contrast, rational culture and hierarchic culture affected highly in a direct manner but hardly in an indirect manner.
Conclusions of this study are as follows:
First, teachers show sufficient abilities in school counseling and problem-solving while lacking skills in vision-creating and future-forecasting.
Second, teacher leadership in knowledge society has affected effectiveness of school organization. Therefore teacher leadership should be improved to enhance the effectiveness of school organization in knowledge society.
Third, teacher leadership in knowledge society significantly influences on effectiveness of school organization directly and indirectly through school organizational cultures. Therefore, in order to enhance the effectiveness of school organization, teacher leadership in knowledge society should be cultivated in order to adjust positively with the external environmental changes and to replace traditional culture such as hierarchic culture with a transformational culture such as innovative culture that respects teamwork.
The purpose of this study is to identify teacher leadership required in knowledge society and to examine the relationship among teacher leadership in knowledge society, school organizational culture and organizational effectiveness.
The research problems for this study are as follows.
First, what sort of competences should be developed for the teacher leadership in the knowledge society?
Second, does the teacher leadership affect the school organizational effectiveness?
Third, does the teacher leadership affect the school organizational culture such as collective culture, innovative culture, rational culture, hierarchic culture?
Forth, does the school organizational culture affect the school organizational effectiveness?
Fifth, does the teacher leadership affect the school organizational effectiveness through the school organizational culture?
To collect data questionnaires were administered to 224 elementary school teachers, 252 middle school teachers, and 228 high school teachers in Seoul, Inchon, and Kyoungki-do in Korea. The questionnaires were used to examine the extent of teacher leadership, to measure the degree of school organizational effectiveness, and to identify the type of school organizational culture. The collected data were analyzed for (1) t-test and variance analysis to examine the extent of teacher leadership and school organizational effectiveness, (2) correlation analysis to find out the relationship between teacher leadership, school organizational culture, and school organizational effectiveness, (3) multiple regression analysis to examine the influence of teacher leadership upon the school organizational culture and the school organizational effectiveness and also the influence of the school organizational culture upon the school organizational effectiveness, (4) path coefficient secured through structural equation to find out direct and indirect effect of the teacher leadership, the school organizational culture, and the school organizational effectiveness.
The findings of this study were as follows:
First, teacher leadership in knowledge society was relatively more competent in counseling and problem-solving but relatively less competent in future-forecasting and vision-creating. Competency for future- forecasting was highly perceived by male teachers, staff teachers and senior teachers while competency for vision-creating was highly perceived by staff teachers and teachers with 21-30 years of experience. Mean of counseling ability was higher in female teachers, staff teachers, and teachers with 21-30 years of experience. The ability for problem-solving was higher in staff teachers but it was the lowest in teachers with over 31 years of experience.
Second, Mean value of school organization effectiveness was generally higher. Job performance(M=3.677) was higher than job satisfaction(M=3.487). The Means of female teachers, staff teachers, and elementary school teachers were higher in these two factors. Particularly, job satisfaction was the highest for teachers with over 31 years of experience. while job performance was the highest for teachers with 21-30 years of experience.
Third, teacher leadership in knowledge society was found to have partial effects on school organizational culture such as collective, innovative, rational, and hierarchic culture. Our research showed that the vision-creating ability and counseling ability had a relatively greater effect on school organizational culture.
Fourth, teacher leadership for school organizational effectiveness such as job satisfaction and job performance accounts for 27.6% and 34.9% respectively. Especially, vision-creating ability influences the highest on job satisfaction and also counseling ability has a relatively high effect. The effect of job performance was in order of counseling ability, problem-solving ability and vision-creating ability.
Fifth, all types of school organizational cultures had a significant effect on job satisfaction. but only collective and innovative cultures had a significant effect on job performance.
Sixth, the effect of collective culture on school organizational effectiveness was found to be .476 in overall with .231 of direct effect and .245 of indirect effect. The effect of innovative culture on school organizational effectiveness was found to be .605 in overall with .308 of direct effect and .297 of indirect effect. The results of our research showed that the effect of rational culture on school organizational effectiveness was .810 in overall with .722 of direct effect and .088 of indirect effect. Finally, the effect of hierarchic culture on effectiveness of school organization was found to be .819 in overall with .748 of direct effect and .071 of indirect effect.
In short, the collective culture affected effectiveness of school organization more in an indirect manner rather than in a direct manner. Innovative culture had the greatest indirect effect on effectiveness of school organization among the four organizational cultures. In contrast, rational culture and hierarchic culture affected highly in a direct manner but hardly in an indirect manner.
Conclusions of this study are as follows:
First, teachers show sufficient abilities in school counseling and problem-solving while lacking skills in vision-creating and future-forecasting.
Second, teacher leadership in knowledge society has affected effectiveness of school organization. Therefore teacher leadership should be improved to enhance the effectiveness of school organization in knowledge society.
Third, teacher leadership in knowledge society significantly influences on effectiveness of school organization directly and indirectly through school organizational cultures. Therefore, in order to enhance the effectiveness of school organization, teacher leadership in knowledge society should be cultivated in order to adjust positively with the external environmental changes and to replace traditional culture such as hierarchic culture with a transformational culture such as innovative culture that respects teamwork.
목차 (Table of Contents)
- Ⅰ. 서론 = 1
- A. 연구의 필요성 = 1
- B. 연구의 목적 = 6
- C. 용어의 정의 = 6
- D. 연구의 제한점 = 8
- Ⅰ. 서론 = 1
- A. 연구의 필요성 = 1
- B. 연구의 목적 = 6
- C. 용어의 정의 = 6
- D. 연구의 제한점 = 8
- Ⅱ. 이론적 배경 = 9
- A. 지식사회의 특징 = 9
- B. 지식사회에서의 교사의 지도성 = 14
- C. 학교조직문화 = 32
- D. 학교조직효과성 = 39
- E. 지식사회에서의 교사의 지도성, 학교조직문화 및 학교조직효과성 간의 관계 = 44
- Ⅲ. 연구 방법 = 49
- A. 연구의 대상 및 표집 = 49
- B. 측정 도구 = 50
- C. 자료의 처리 = 61
- Ⅳ. 결과 및 논의 = 62
- A. 지식사회에서의 교사의 지도성 = 62
- B. 학교조직효과성 = 68
- C. 지식사회에서의 교사의 지도성이 학교조직문화에 미치는 영향 = 72
- D. 지식사회에서의 교사의 지도성이 학교조직효과성에 미치는 영향 = 73
- E. 학교조직문화가 학교조직효과성에 미치는 영향 = 74
- F. 지식사회에서의 교사의 지도성, 학교조직문화, 학교조직효과성 간의 영향 = 76
- G. 논의 = 86
- Ⅴ. 요약 및 결론 = 91
- A. 요약 = 91
- B. 결론 = 94
- C. 제언 = 95
- 참고문헌 = 97
- ABSTRACT = 105
- 부록 = 110
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