A. The purpose of the study The purpose of this study was to verify the influential relationships among the principal？s emotional leadership, was organizational openness and the effectiveness of the school organizations. In order to achieve this ...
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學校長의 感性的 指導性과 學校組織 開放性이 學校組織 效果性에 미치는 影響 = (A) study of the influential relationships among the principal's emotional leadership, the openness and the effectiveness of the school organizations
한글로보기https://www.riss.kr/link?id=T11801368
- 저자
-
발행사항
서울 : 國民大學校, 2009
-
학위논문사항
학위논문(박사) -- 國民大學校 大學院 , 敎育學科 敎育行政專攻 , 2009
-
발행연도
2009
-
작성언어
한국어
-
KDC
371.3 판사항(4)
-
DDC
371.201 판사항(21)
-
발행국(도시)
서울
-
형태사항
vii, 162 p. ; 26 cm
-
일반주기명
참고문헌: p. 136-146
-
소장기관
- 국립중앙도서관
- 국민대학교 성곡도서관
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
인용문이 복사되었습니다.
부가정보
다국어 초록 (Multilingual Abstract)
A. The purpose of the study
The purpose of this study was to verify the influential relationships among the principal？s emotional leadership, was organizational openness and the effectiveness of the school organizations. In order to achieve this purpose, following research questions were established.
First, are there differences in the school organizational openness and its effectiveness depending on the level of principal's emotional leadership? And are there differences in the school organizational effectiveness depending on the level of school organizational openness? Second, what kind of relationship does the level of principal's emotional leadership, the level of school organizational openness, and organizational effectiveness have? Third, what about the structural influential relationship which principal's emotional leadership and school organizational openness affects the effectiveness of school organization? Fourth, what about the structural influential relationships among groups that principal's emotional leadership and school organizational openness affects the effectiveness of school organization?
B. The methods of the study
For the sampling of this study, 2,904 questionnaires were distributed to the elementary school teachers, 132 schools of the Seoul Metropolitan 11 Local School District. 1952 questionnaires were returned from the teachers of 110 schools. Among the 110 schools, 65 schools which the principals have been working for the current schools for more than two years were selected for final data analysis. Also, those responded data by 755 teachers who have been working with the selected 65 principals more than two years at the same school were used for final data analysis of this study. The questionnaire measuring principal's emotional leadership, The questionnaire measuring the openness of school organization, and The questionnaire measuring the effectiveness of school organization were used as a measurement method in this study. And the data collected by the questionnaire survey were analyzed through ttest, ANOVA, Structural Equation Model (SEM) by using SPSS Win 15.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows. First, more effective and open school organization were presented in the schools which have principals who are equipped emotional leaderships. And higher effectiveness was presented in the schools which have higher openness than those schools that are not. Second, the lowest effectiveness was presented in the schools which have lower openness level and principals who do not equipped emotional leaderships, while the highest effectiveness was presented in the schools which have higher openness level as well as principals who are equipped emotional leaderships. Third, as it is presented that the standardized path coefficient of principal？s emotional leadership on the openness of school organization is .782, the path coefficient of principal？s emotional leadership on the effectiveness of school organization is .322, and the path coefficient of the openness of school organization on its effectiveness is .515, it is considered that there are significant influences(p<.001). In the influence of principal？s emotional leadership on the effectiveness of school organization, the direct influence .322 was bigger than indirect influence .403 among total influence .724 which affects the effectiveness of school organization by mediating the openness of school organization. Fourth, in the comparative analysis regarding the teacher and school variables, the path coefficient of principal？s emotional readership on the openness of school organization gives the most significant influences when it has the variables of midperiod career teachers(.811) and small sized schools(.825), and the path coefficient of principal？s emotional readership on the effectiveness of school organization gives the most significant influences when it has the variables of male teachers(.731) and medium sized schools(.486). And the path coefficient of the openness of school organization on its effectiveness gives the most significant influences when it has variables of the longperiod career teachers(.585) and small sized schools(.835).
It is presented that the principal？s emotional leadership gives the highest direct influence on the openness of school organization with the variable of midperiod career teachers(.811) and small sized schools(.825) and also gives the highest direct influence on the effectiveness of school organization with the variable of male teachers(.731)and medium sized schools(.486). And also it is presented that the openness of school organization gives the highest direct influence on its effectiveness with the variable of longperiod career teachers and small sized schools. In addition, the indirect influence which principal？s emotional leadership affects the effectiveness of school organization with intermediation of the openness of school organization has the highest value in the variables of normal teachers(.460) and small sized schools(.688). And it has the highest significant total influence with the variables of male teachers(.866) and medium sized schools(.789).
D. Conclusions of the study
As a result of this study, it is verified that the principal？s emotional leadership gives favorable influence on the effectiveness of school organizations through improving the openness of school organizations. And the openness of school organization plays a parameter？s role which positively affects the effectiveness of school organizations. Therefore, in order to improve the effectiveness of school organization, not only the principal？s emotional leadership is an important factor, but also the openness of school organization plays a critical role.
In addition, since it is presented that principal？s emotional leadership has different influence depending on the variables of teacher and school, displaying differentiated leadership are required by the teachers variables and school variables.
The purpose of this study was to verify the influential relationships among the principal？s emotional leadership, was organizational openness and the effectiveness of the school organizations. In order to achieve this purpose, following research questions were established.
First, are there differences in the school organizational openness and its effectiveness depending on the level of principal's emotional leadership? And are there differences in the school organizational effectiveness depending on the level of school organizational openness? Second, what kind of relationship does the level of principal's emotional leadership, the level of school organizational openness, and organizational effectiveness have? Third, what about the structural influential relationship which principal's emotional leadership and school organizational openness affects the effectiveness of school organization? Fourth, what about the structural influential relationships among groups that principal's emotional leadership and school organizational openness affects the effectiveness of school organization?
B. The methods of the study
For the sampling of this study, 2,904 questionnaires were distributed to the elementary school teachers, 132 schools of the Seoul Metropolitan 11 Local School District. 1952 questionnaires were returned from the teachers of 110 schools. Among the 110 schools, 65 schools which the principals have been working for the current schools for more than two years were selected for final data analysis. Also, those responded data by 755 teachers who have been working with the selected 65 principals more than two years at the same school were used for final data analysis of this study. The questionnaire measuring principal's emotional leadership, The questionnaire measuring the openness of school organization, and The questionnaire measuring the effectiveness of school organization were used as a measurement method in this study. And the data collected by the questionnaire survey were analyzed through ttest, ANOVA, Structural Equation Model (SEM) by using SPSS Win 15.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows. First, more effective and open school organization were presented in the schools which have principals who are equipped emotional leaderships. And higher effectiveness was presented in the schools which have higher openness than those schools that are not. Second, the lowest effectiveness was presented in the schools which have lower openness level and principals who do not equipped emotional leaderships, while the highest effectiveness was presented in the schools which have higher openness level as well as principals who are equipped emotional leaderships. Third, as it is presented that the standardized path coefficient of principal？s emotional leadership on the openness of school organization is .782, the path coefficient of principal？s emotional leadership on the effectiveness of school organization is .322, and the path coefficient of the openness of school organization on its effectiveness is .515, it is considered that there are significant influences(p<.001). In the influence of principal？s emotional leadership on the effectiveness of school organization, the direct influence .322 was bigger than indirect influence .403 among total influence .724 which affects the effectiveness of school organization by mediating the openness of school organization. Fourth, in the comparative analysis regarding the teacher and school variables, the path coefficient of principal？s emotional readership on the openness of school organization gives the most significant influences when it has the variables of midperiod career teachers(.811) and small sized schools(.825), and the path coefficient of principal？s emotional readership on the effectiveness of school organization gives the most significant influences when it has the variables of male teachers(.731) and medium sized schools(.486). And the path coefficient of the openness of school organization on its effectiveness gives the most significant influences when it has variables of the longperiod career teachers(.585) and small sized schools(.835).
It is presented that the principal？s emotional leadership gives the highest direct influence on the openness of school organization with the variable of midperiod career teachers(.811) and small sized schools(.825) and also gives the highest direct influence on the effectiveness of school organization with the variable of male teachers(.731)and medium sized schools(.486). And also it is presented that the openness of school organization gives the highest direct influence on its effectiveness with the variable of longperiod career teachers and small sized schools. In addition, the indirect influence which principal？s emotional leadership affects the effectiveness of school organization with intermediation of the openness of school organization has the highest value in the variables of normal teachers(.460) and small sized schools(.688). And it has the highest significant total influence with the variables of male teachers(.866) and medium sized schools(.789).
D. Conclusions of the study
As a result of this study, it is verified that the principal？s emotional leadership gives favorable influence on the effectiveness of school organizations through improving the openness of school organizations. And the openness of school organization plays a parameter？s role which positively affects the effectiveness of school organizations. Therefore, in order to improve the effectiveness of school organization, not only the principal？s emotional leadership is an important factor, but also the openness of school organization plays a critical role.
In addition, since it is presented that principal？s emotional leadership has different influence depending on the variables of teacher and school, displaying differentiated leadership are required by the teachers variables and school variables.
A. The purpose of the study
The purpose of this study was to verify the influential relationships among the principal？s emotional leadership, was organizational openness and the effectiveness of the school organizations. In order to achieve this purpose, following research questions were established.
First, are there differences in the school organizational openness and its effectiveness depending on the level of principal's emotional leadership? And are there differences in the school organizational effectiveness depending on the level of school organizational openness? Second, what kind of relationship does the level of principal's emotional leadership, the level of school organizational openness, and organizational effectiveness have? Third, what about the structural influential relationship which principal's emotional leadership and school organizational openness affects the effectiveness of school organization? Fourth, what about the structural influential relationships among groups that principal's emotional leadership and school organizational openness affects the effectiveness of school organization?
B. The methods of the study
For the sampling of this study, 2,904 questionnaires were distributed to the elementary school teachers, 132 schools of the Seoul Metropolitan 11 Local School District. 1952 questionnaires were returned from the teachers of 110 schools. Among the 110 schools, 65 schools which the principals have been working for the current schools for more than two years were selected for final data analysis. Also, those responded data by 755 teachers who have been working with the selected 65 principals more than two years at the same school were used for final data analysis of this study. The questionnaire measuring principal's emotional leadership, The questionnaire measuring the openness of school organization, and The questionnaire measuring the effectiveness of school organization were used as a measurement method in this study. And the data collected by the questionnaire survey were analyzed through ttest, ANOVA, Structural Equation Model (SEM) by using SPSS Win 15.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows. First, more effective and open school organization were presented in the schools which have principals who are equipped emotional leaderships. And higher effectiveness was presented in the schools which have higher openness than those schools that are not. Second, the lowest effectiveness was presented in the schools which have lower openness level and principals who do not equipped emotional leaderships, while the highest effectiveness was presented in the schools which have higher openness level as well as principals who are equipped emotional leaderships. Third, as it is presented that the standardized path coefficient of principal？s emotional leadership on the openness of school organization is .782, the path coefficient of principal？s emotional leadership on the effectiveness of school organization is .322, and the path coefficient of the openness of school organization on its effectiveness is .515, it is considered that there are significant influences(p<.001). In the influence of principal？s emotional leadership on the effectiveness of school organization, the direct influence .322 was bigger than indirect influence .403 among total influence .724 which affects the effectiveness of school organization by mediating the openness of school organization. Fourth, in the comparative analysis regarding the teacher and school variables, the path coefficient of principal？s emotional readership on the openness of school organization gives the most significant influences when it has the variables of midperiod career teachers(.811) and small sized schools(.825), and the path coefficient of principal？s emotional readership on the effectiveness of school organization gives the most significant influences when it has the variables of male teachers(.731) and medium sized schools(.486). And the path coefficient of the openness of school organization on its effectiveness gives the most significant influences when it has variables of the longperiod career teachers(.585) and small sized schools(.835).
It is presented that the principal？s emotional leadership gives the highest direct influence on the openness of school organization with the variable of midperiod career teachers(.811) and small sized schools(.825) and also gives the highest direct influence on the effectiveness of school organization with the variable of male teachers(.731)and medium sized schools(.486). And also it is presented that the openness of school organization gives the highest direct influence on its effectiveness with the variable of longperiod career teachers and small sized schools. In addition, the indirect influence which principal？s emotional leadership affects the effectiveness of school organization with intermediation of the openness of school organization has the highest value in the variables of normal teachers(.460) and small sized schools(.688). And it has the highest significant total influence with the variables of male teachers(.866) and medium sized schools(.789).
D. Conclusions of the study
As a result of this study, it is verified that the principal？s emotional leadership gives favorable influence on the effectiveness of school organizations through improving the openness of school organizations. And the openness of school organization plays a parameter？s role which positively affects the effectiveness of school organizations. Therefore, in order to improve the effectiveness of school organization, not only the principal？s emotional leadership is an important factor, but also the openness of school organization plays a critical role.
In addition, since it is presented that principal？s emotional leadership has different influence depending on the variables of teacher and school, displaying differentiated leadership are required by the teachers variables and school variables.
목차 (Table of Contents)
- Ⅰ. 서 론 1
- A. 연구의 필요성 1
- B. 연구의 목적 10
- C. 용어의 정의 11
- D. 연구의 범위와 제한점 12
- Ⅰ. 서 론 1
- A. 연구의 필요성 1
- B. 연구의 목적 10
- C. 용어의 정의 11
- D. 연구의 범위와 제한점 12
- Ⅱ. 이론적 배경 13
- A. 감성적 지도성 13
- B. 학교조직 개방성 21
- C. 학교조직 효과성 36
- D. 학교장의 감성적 지도성, 학교조직 개방성, 학교조직 효과성 간의 관계 48
- E. 연구의 모형 58
- Ⅲ. 연구방법 60
- A. 표집 대상 및 자료 처리 60
- B. 측정도구 61
- C. 학교장의 감성적 지도성, 학교조직 개방성, 학교조직 효과성 간의 상관관계 92
- D. 자료 분석 방법 93
- Ⅳ. 연구 결과 및 해석 96
- A. 학교장의 감성적 지도성 구성 요인 간 차이 96
- B. 학교장의 감성적 지도성에 대한 교사 및 학교변인 간 차이 97
- C. 학교조직 개방성의 구성 요인 간 차이 99
- D. 학교조직 개방성에 대한 교사 및 학교변인 간 차이 100
- E. 학교조직 효과성의 구성 요인 간 차이 101
- F. 학교조직 효과성에 대한 교사 및 학교변인 간 차이 102
- G. 학교장의 감성적 지도성 수준에 따른 학교조직 개방성 차이 103
- H. 학교장의 감성적 지도성 수준에 따른 학교조직 효과성 차이 105
- I. 학교조직의 개방성 정도에 따른 학교조직 효과성 차이 107
- J. 학교장의 감성적 지도성 수준, 학교조직 개방성 정도, 학교조직 효과성
- 간의 관계 109
- K. 학교장의 감성적 지도성과 학교조직 개방성이 학교조직 효과성에 미치는
- 구조방정식 모형의 적합도 검증 111
- L. 학교장의 감성적 지도성, 학교조직 개방성, 학교조직 효과성 간의 구조적인
- 영향 관계 114
- M. 학교장의 감성적 지도성, 학교조직 개방성, 학교조직 효과성에 미치는
- 집단 간의 구조적인 영향 관계 117
- N. 학교장의 감성적 지도성, 학교조직 개방성, 학교조직 효과성에 미치는
- 집단 간 전체효과, 직접효과, 간접효과 121
- Ⅴ. 요약 및 결론 124
- A. 요약 124
- B. 결론 131
- C. 제언 134
- 참고문헌 136
- 영문초록 147
- <부록 1> 예비조사 질문지(학교장의 감성적 지도성, 학교조직 개방성, 학교조직
- 효과성 측정 질문지 153
- <부록 2> 본조사 질문지(학교장의 감성적 지도성, 학교조직 개방성, 학교조직
- 효과성 측정 질문지 158
참고문헌 (Reference)
1. Leadership, Burns, James MacGregor, Harper & Row, , 1900
2. The Effectiveness, Cameron, , 1984
3. MSCEIT: Users manual, Caruso, Mayer, Salovey, , 2002
4. Modern organizations, Etzioni, Amitai, Prentice-Hall, , 1964
5. What makes a Leader?, Golman, , 1998
6. 학교조직발전론, 신중식, , 1999
7. Organizational Climate, Tagiuri, Litwin, , 1968
8. Usefulness of the Concept, Pfeffner, , 1977
9. Toward a Workable framework, Goodman, Pennings, , 1978
10. Emotion, Learning and Organizing, Gabriel, Griffiths, "Emotion, , 2002
1. Leadership, Burns, James MacGregor, Harper & Row, , 1900
2. The Effectiveness, Cameron, , 1984
3. MSCEIT: Users manual, Caruso, Mayer, Salovey, , 2002
4. Modern organizations, Etzioni, Amitai, Prentice-Hall, , 1964
5. What makes a Leader?, Golman, , 1998
6. 학교조직발전론, 신중식, , 1999
7. Organizational Climate, Tagiuri, Litwin, , 1968
8. Usefulness of the Concept, Pfeffner, , 1977
9. Toward a Workable framework, Goodman, Pennings, , 1978
10. Emotion, Learning and Organizing, Gabriel, Griffiths, "Emotion, , 2002
11. (SPSS WIN을 이용한)통계분석, 채서일, B&M북스, SPSSWIN을 이용한 통계분석, , 2005
12. Working with emotional intelligence, Goleman, Daniel, Bantam Books, , 1998
13. Organizational behavior in education, Owens, Robert G, Prentice Hall, , 1991
14. The organizational climate of schools, Halpin, A., , 1963
15. The Many Faces of Emotional Leadership, Humphrey, , 2002
16. Cultural Congruence, Strength and Type:, Cameron, "Cultural Congruence, , 1985
17. Educational Goverance and Administration, Sergoiovani, Others, , 1987
18. Individual Emotion in Work Organizations, Rafaeli, Worline, , 2001
19. School Health and OrganizationalCommitment, Kottamp, Tarter, , 1990
20. Organizational Climate : Science orFolklore?, Donald C.King, Woodman, , 1978
21. Organizational Climate of Elementary Schools, Anderson, , 1995
22. 교장의 감성리더십 진단척도 개발, 이석열(Lee, Suk-Yeol), 한국교육행정학회, "교육행정학 연구. 24(3), , 2006
23. Emotional Intelligence andEffective Leadership, Palmer, Stough, , 2000
24. The Characteristics of Effective Organizations, P.E.Mott, , 1972
25. AMOS를 이용한 구조방정식 모델 분석, 김원표, , 2006
26. Organizational Effectiveness: A Behavioral View, Steers, , 1977
27. Secondary school climate: Arevision of the OCDQ, Hoy, Kottkamp, , 1987
28. The Context of Trust : Teacher and the Principal, Hoy, Tarter, , 1988
29. The Impact of Emotion on Organizational Learning, Vince, , 2002
30. Elementary School Climate : A Revision of theOCDQ, Hoy, Clover, , 1986
31. Managerial behavior, performance, and effectiveness, Campbell, John Paul, McGraw-Hill, "Managerial Behavior, , 1970
32. Research That Informer Teacher and Teacher Educater, Cruickshank, , 1990
33. 학교 조직 건강 진단을 위한 분석 연구, 왕기항, , 1983
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