중학교 담임교사의 리더십과 학생의 학교생활 만족도의 관계 = The Relationship of Leadership of Homeroom Teacher to the School Activity Satisfaction of Students in Middle School

다국어 초록 (Multilingual Abstract)

The present study deals with the leadership of homeroom teachers and satisfaction of students with school life in middle schools and has the purpose of providing fundamental data to ensure students to spend time at school in an appropriate manner. For this purpose, schools in Jeollabuk-do were set forth as population for the study on the basis of preceding studies in 2009 and, from the population, 350 students were selected by means of Cluster Random Sampling. Out of the replies to the questionnaires that were distributed to and collected from them, those which were deemed to be unreliable or unfaithfully responded were excluded from consideration and the data of remaining 315 were put to computer for analysis by using the SPSS WIN 12.0 program. From the results of such analyses as frequency, t-test, one-way ANOVA and Correlation Relation Analysis, following conclusions could be drawn:
First, from the analysis of difference in leadership of homeroom teachers by general characters, it was found that there was statistically significant difference in expert ability and delegated authority by gender of students and teachers' subject in charge, in provision of vision, expert ability, expert virtue and delegated authority by grade, gender of teachers and teachers' career, in provision of vision, expert virtue and delegated authority by teachers' position, and in expert ability by area where school is located.
Second, the analysis of difference in satisfaction with school life of students by general characters revealed statistically significant difference in satisfaction with school environment and relationship with teachers by grade of students, in satisfaction with studies by gender of teachers, in satisfaction with school environment and relationship with teachers and friends by teachers' subjects in charge, in satisfaction with school environment, studies and relationship with friends by teachers' career, in satisfaction with studies and relationship with teachers by teachers' position, and in satisfaction with school environment, studies and relationship with teachers as well as with friends by area which school is situated in.
Third, with regard to correlation between the leadership of middle school teachers and satisfaction of students with school life, satisfaction with school environment, studies and relationship with teachers as well as with friends were found to have a positive correlation with provision of vision, expert ability, expert virtue and delegation of authority.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 리더십 5
• 2. 교육의 리더십과 구성요인 11
• 3. 교사의 지도성과 학급 분위기 25
• 4. 학교생활 만족도 29
• 5. 교사의 리더십과 학교 생활만족도 관계 33
• Ⅲ. 연구방법 36
• 1. 연구 대상 36
• 2. 조사도구 37
• 3. 조사 절차 39
• 4. 자료처리 39
• Ⅳ. 연구결과 및 해석 41
• 1. 일반적인 특성에 따른 담임교사의 리더십에 대한 인식 차이 41
• 2. 일반적인 특성에 따른 학생들의 학교생활 만족도에 대한 인식 차이 47
• 3. 교사의 리더십과 학교생활 만족도의 관계분석 55
• Ⅴ. 요약 및 결론 57
• 1. 요약 57
• 2. 결론 59
• 참고문헌 61
• 부록 65