학교장의 변혁적 지도성과 교사권한강화가 교사헌신에 미치는 영향 = A study on the effects of principal's transformational leadership and teacher empowerment on teacher commitment

국문 초록 (Abstract)

본 연구는 교사들이 지각한 학교장의 변혁적 지도성과 교사 권한강화가 교사 헌신에 영향을 줄 것이라는 가정 아래, 학교장의 변혁적 지도성과 교사 권한강화및 교사 헌신의 관계를 밝힘으로써 교사 헌신에 유의미한 영향을 미치는 변인을 조사하기 위한 목적으로 수행되었다. 연구를 수행하기 위해 서울과 경기에 있는 8개 학교에서 회수된 설문지 273부를 분석하였다. 연구를 위해 사용된 분석방법은 평균과 표준편차를 구하였고, t-검증, 일원변량분석 F검증과 상관계수와 중다회귀분석이다.
본 연구의 연구문제에 따른 연구 결과를 제시하면 다음과 같다.
첫째, 교사들은 직위와 경력에 따라 학교장의 변혁적 지도성을 다르게 인식하고 있다. 경력이 많은 교사들과 부장교사가 학교장의 변혁적 지도성을 높게 인식하는 것은, 경력이 많은 교사들이 대부분 부장교사의 직을 맡고 있고, 학교 경영을 위한 협의를 통해서 학교장과의 의사소통이 원활하여 일반교사나 경력이 적은 교사보다 학교장의 지도성을 더 잘 이해할 수 있기 때문으로 보인다. 학교장의 지도성으로는 솔선수범, 협동적 문화조성, 인간존중, 지적자극 등의 순으로 인식하였다.
둘째, 교사들은 교사 권한강화에 대해 성별, 직위, 경력, 학력에 따라 다르게 인식하고 있다. 경력이 많은 교사들이 학교에서의 영향력 행사와 자신의 역량과 자율적 의사결정에 대해서 높게 인식하였고, 남자교사보다 여자교사의 영향력과 역량의 의식 수준이 낮은 것으로부터 학교에서 정책 의사결정권이나 영향력이 약한 여자교사의 현실을 알 수 있다.
셋째, 교사들은 교사 헌신에 대해 성별, 직위, 경력, 학력에 따라 다르게 인식하고 있다. 연구 결과, 남성, 직위가 있는 교사, 경력이 많은 교사, 석사이상의 학위를 소지한 교사들이 교사 헌신을 높게 인식하였다. 헌신 대상별로, 수업에 대한 헌신, 학생에 대한 헌신, 학교 조직에 대한 헌신 순으로 인식하였다. 남자교사의 승진욕구가 여교사보다 강하고, 경력이 많은 부장교사들의 업무에 대한 책임감이 강하며, 대학원에서 습득한 전문적인 지식을 최대한 활용할 수 있기때문에 교사 헌신을 높게 인식하는 것으로 해석된다.
넷째, 학교장의 변혁적 지도성과 교사 권한강화 및 교사 헌신의 상관관계는 모두 유의한 것으로 나타났으며, 교사헌신에 대해서 학교장의 변혁적 지도성보다 교사 권한강화의 상관계수가 더 높은 것으로 나타났다. 교사 헌신 전체에 대해 교사 권한강화의 의미성, 역량, 영향력 변인과 교직 경력이 유의한 영향력을 나타냈다. 이것은 학교장의 리더십에 의한 교사 헌신의 효과보다 경력이 많은 교사를 존중하는 분위기가 조성된 가운데, 교사들의 교직에 대한 의미성과 역량, 영향력의 증대를 통한 교직 헌신 효과가 더 크다고 할 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine significant subfactor which effect on teacher commitment through the relationship between principal's transformational leadership and teacher empowerment and teacher commitment in an effort to determine of the three on the assumption that transformational leadership and teacher empowerment perceived by teachers would be vital to teacher commitment.
The subjects in this study were teachers who worked in 8 elementary schools in Seoul and Gyeonggi. After 320 questionnaires each were sent to the selected schools, the answer sheets from 273 teachers were gathered and analyzed. Statistical data on mean and standard deviation were obtained, and t-test, one-way ANOVA, correlational analysis and multiple regression analysis were utilized.
The findings of the study about the research questions posed were as follows:
First, the teachers perceived differently principal's transformational leadership according to position, career. Head teacher who has many experiences found principal's transformational leadership to be highly effective is that they come to a mutual understanding with principal in discussion about running of school management vigorously, therefor they can understand principal's leadership than the others. Teachers gave the best marks to taking the leading role, followed by making cooperative culture and respect for man, intellectual stimulation on principal's transformational leadership.
Second, teachers perceived differently teacher empowerment according to gender and duty position, career and educational background. Head teacher or those who had many experiences recognized highly in about influence peddling from the school, self-efficacy and the autonomous decision-making, the results show that is reflecting the actuality of teacher the woman's influence is weak in the school, things considered that woman perceived lowly on influence and self efficacy than man.
Third, the teachers perceived differently teacher commitment according to gender, position, career, educational background. The teachers - male, head teachers, had many career, had the degree above master- perceived highly on teacher commitment. In the commitment object by, teacher gave the best marks to commitment to teaching followed by commitment to student and commitment to organization. In the promotion desire of teacher, man was stronger than the woman, and those who head teacher with year's experience had a sense of responsibility of works, and teacher got the utmost out of specialized knowledge in the graduate school, so they perceived teacher commitment highly.
Fourth, there was a strong correlation between the principal's transformational leadership, teacher empowerment and teacher commitment. Coefficient of correlation of teacher empowerment is more highly than the principal's transformational leadership on teacher commitment. Teacher empowerment subfactor - meanings, self efficacy, impact - and career had statistically significantly positive correlation to entire teacher commitment. So this result show that, the teacher commitment subfactor-meanings, self efficacy, impacts to teacher commitment is more effective than the principal's transformational leadership holding in estimation teacher with year's experience.
Based on the findings, the following conclusion was reached:
First, It is necessary that manual development, delegation of power for increasing teacher empowerment through formulating a concept and contents of teacher empowerment. Now training programs for teacher about class and guidance counseling to student are many but, educational training program is insignificant which relates with the influence side or the institutional maintenance. In school matters of arbitrary decision by the manager exist as documentation but teacher had difficult in accomplishing the works because of restrictive regulations so exercising teachers influence is hard. Therefore it has to be done that teacher has the thing by delegating authority to a teacher.
Second, elementary school's principal has to effort in increasing effects of school organization through creating an atmosphere of teacher's commitment to school . So principal has to must endeavor in order to raise the effectiveness of school organization by leading in teacher commitment for school organization, through interesting in teacher's desire and respecting teacher, and showing principal's ability and quality that do a right thing, and yielding to principal's behavior. Because principal has the most impact to the school organization commitment he has to pull out all the stops raising the school effects.
Third, from this point of view that school is the loosely coupling organization, it is necessary to consider range which of teaching and guidance consulting not act on principal's transformational leadership. So, exercising principal's transformational leadership on student and teaching has to try to setting principal's leadership to parameter, with relation to other primary factor , connecting principal's leadership to teaching at the view of scholastic performance. Also principal has to have pertinent leadership for supporting about consideration on teaching, and improving instruction ability of teacher, and having a strong sense of responsibility on teacher´s sphere of activity in education.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 1연구의 필요성 및 목적 = 1
• 1. 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 6
• 2.1. 학교장 변혁적 지도성 = 6
• 2.2 교사 권한강화 = 13
• 2.3. 교사 헌신 = 18
• 2.4. 선행연구 고찰 = 24
• Ⅲ. 연구 방법 = 26
• 3.1. 연구대상 = 26
• 3.2. 측정도구 = 27
• 3.3 분석의 틀 = 34
• 3.4. 자료의 처리 = 35
• Ⅳ. 연구 결과 = 36
• 4.1. 학교장의 변혁적 지도성 = 36
• 4.2. 교사 권한강화 = 44
• 4.3. 교사 헌신 = 52
• 4.4. 학교장의 변혁적 지도성과 교사 권한강화 및 교사 헌신과의 관계 = 58
• Ⅴ. 논의 = 67
• 5.1. 학교장의 변혁적 지도성과 교사 권한강화와 교사 헌신 = 67
• 5.2. 학교장의 변혁적 지도성과 교사 권한강화가 교사 헌신에 미치는 영향 = 68
• Ⅵ. 요약 및 결론 = 73
• 6.1. 요약 = 73
• 6.2. 결론 = 75
• 참고문헌 = 78
• ABSTRACT = 81
• 부록 = 85