A Study on the Structural Effects of the Principal's Servant Leadership on the Teachers' Job Satisfaction through the Teachers' Commitment in Korean Elementary Schools A. The purpose of study The purpose of this study was to verify the relations...
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RISS 인기검색어
https://www.riss.kr/link?id=T12750315
- 저자
-
발행사항
서울 : 국민대학교 대학원, 2012
-
학위논문사항
학위논문(박사) -- 國民大學校 大學院 , 敎育學科 敎育行政專攻 , 2012.02
-
발행연도
2012
-
작성언어
한국어
-
DDC
371.2 판사항(21)
-
발행국(도시)
서울
-
기타서명
(A) Study on the Structural Effects of the Principal's Servant Leadership on the Teachers' Job Satisfaction through the Teachers' Commitment in Korean Elementary Schools
-
형태사항
vi, 128p. ; 26 cm.
-
일반주기명
지도교수: 申仲植
부록으로 '예비조사 질문지' 등 수록
참고문헌: p.91-102 -
소장기관
- 국립중앙도서관
- 국민대학교 성곡도서관
- 국립중앙도서관
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0
상세조회 -
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다운로드
부가정보
다국어 초록 (Multilingual Abstract)
A Study on the Structural Effects of the Principal's
Servant Leadership on the Teachers' Job Satisfaction through the Teachers' Commitment in Korean Elementary Schools
A. The purpose of study
The purpose of this study was to verify the relationships of effects of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment. In order to achieve this purpose, following research questions were established.
First, are there differences in the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction depending on the teacher variables(sex, status, level of education, career) and the school variable(school size)? Second, what is the goodness of fit of Structural Equation Model(SEM) among the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction? Third, what is the relationships of structural influence which the principal's servant leadership affects the teachers' job satisfaction through the teachers' job commitment?
B. The methods of the study
For the data collection of this study, 1,196 questionnaires were distributed to the elementary school teachers of 4 District Offices of Education and 1,086 questionnaires were returned. Among them, 1,063 questionnaires except 23 unreliable ones which were not completely answered were used for the final data analysis. The measurement tools of this study were the questionnaires measuring the principal's servant leadership, the questionnaires measuring the teachers' job commitment, the questionnaires measuring the teachers' job satisfaction. And the data collected by the questionnaire survey were analyzed through t-test, ANOVA, and Structural Equation Model(SEM) by using SPSS Win 18.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows.
First, more senior teachers than regular teachers, more teachers of longer career than those of shorter or middle career, and more teachers working at larger or medium sized schools rather than smaller sized ones perceived that the principals exerted effective servant leadership(p<.001).
Second, elementary school teachers' job commitment were highly presented overall and while female teachers perceived their job commitment more highly than male teachers, any significant differences of job commitment was not presented depending on the teachers' status or level of education(p<.05). The teachers of longer career perceived their job commitment more highly than those of shorter or middle career(p<.001), and the teachers working at smaller sized schools perceived their job commitment more highly than those working at larger or medium sized schools(p<.05).
Third, the elementary school teachers' job satisfaction were presented as high in general, and senior teachers rather than regular teachers and the teachers of longer career rather than those of shorter or middle career showed higher job satisfaction(p<.001).
Fourth, the goodness of fit of the final Structural Equation Model(SEM) that test the influence of the principal's servant leadership and the teachers' job commitment on the teachers' job satisfaction was relatively high.
Fifth, according to the data analysis result of the structural influence relationship of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment, the influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), and the influence on the teachers' job satisfaction was .195(p<.001). The influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001).
Sixth, it is analyzed that the direct influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), the direct influence on the teachers' job satisfaction was .195, and the direct influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001). The indirect influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .436(p<.001), while the total influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .631(p<.001), which was analyzed as significant influence.
D. Conclusions of the study
The elementary school teachers perceive that the principals exerted high servant leadership and generally they show high job commitment and high job satisfaction.
The principal's servant leadership enhances the teachers' job commitment and has a direct effect on the teachers' job satisfaction as well as indirect influence through the teachers' commitment.
As it is verified, since the teachers' job commitment is an important mediating factor which affects the teachers' job satisfaction, principals need to exert servant leadership and enhance the teachers' job commitment as well.
Servant Leadership on the Teachers' Job Satisfaction through the Teachers' Commitment in Korean Elementary Schools
A. The purpose of study
The purpose of this study was to verify the relationships of effects of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment. In order to achieve this purpose, following research questions were established.
First, are there differences in the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction depending on the teacher variables(sex, status, level of education, career) and the school variable(school size)? Second, what is the goodness of fit of Structural Equation Model(SEM) among the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction? Third, what is the relationships of structural influence which the principal's servant leadership affects the teachers' job satisfaction through the teachers' job commitment?
B. The methods of the study
For the data collection of this study, 1,196 questionnaires were distributed to the elementary school teachers of 4 District Offices of Education and 1,086 questionnaires were returned. Among them, 1,063 questionnaires except 23 unreliable ones which were not completely answered were used for the final data analysis. The measurement tools of this study were the questionnaires measuring the principal's servant leadership, the questionnaires measuring the teachers' job commitment, the questionnaires measuring the teachers' job satisfaction. And the data collected by the questionnaire survey were analyzed through t-test, ANOVA, and Structural Equation Model(SEM) by using SPSS Win 18.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows.
First, more senior teachers than regular teachers, more teachers of longer career than those of shorter or middle career, and more teachers working at larger or medium sized schools rather than smaller sized ones perceived that the principals exerted effective servant leadership(p<.001).
Second, elementary school teachers' job commitment were highly presented overall and while female teachers perceived their job commitment more highly than male teachers, any significant differences of job commitment was not presented depending on the teachers' status or level of education(p<.05). The teachers of longer career perceived their job commitment more highly than those of shorter or middle career(p<.001), and the teachers working at smaller sized schools perceived their job commitment more highly than those working at larger or medium sized schools(p<.05).
Third, the elementary school teachers' job satisfaction were presented as high in general, and senior teachers rather than regular teachers and the teachers of longer career rather than those of shorter or middle career showed higher job satisfaction(p<.001).
Fourth, the goodness of fit of the final Structural Equation Model(SEM) that test the influence of the principal's servant leadership and the teachers' job commitment on the teachers' job satisfaction was relatively high.
Fifth, according to the data analysis result of the structural influence relationship of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment, the influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), and the influence on the teachers' job satisfaction was .195(p<.001). The influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001).
Sixth, it is analyzed that the direct influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), the direct influence on the teachers' job satisfaction was .195, and the direct influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001). The indirect influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .436(p<.001), while the total influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .631(p<.001), which was analyzed as significant influence.
D. Conclusions of the study
The elementary school teachers perceive that the principals exerted high servant leadership and generally they show high job commitment and high job satisfaction.
The principal's servant leadership enhances the teachers' job commitment and has a direct effect on the teachers' job satisfaction as well as indirect influence through the teachers' commitment.
As it is verified, since the teachers' job commitment is an important mediating factor which affects the teachers' job satisfaction, principals need to exert servant leadership and enhance the teachers' job commitment as well.
A Study on the Structural Effects of the Principal's
Servant Leadership on the Teachers' Job Satisfaction through the Teachers' Commitment in Korean Elementary Schools
A. The purpose of study
The purpose of this study was to verify the relationships of effects of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment. In order to achieve this purpose, following research questions were established.
First, are there differences in the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction depending on the teacher variables(sex, status, level of education, career) and the school variable(school size)? Second, what is the goodness of fit of Structural Equation Model(SEM) among the principal's servant leadership, the teachers' job commitment, and the teachers' job satisfaction? Third, what is the relationships of structural influence which the principal's servant leadership affects the teachers' job satisfaction through the teachers' job commitment?
B. The methods of the study
For the data collection of this study, 1,196 questionnaires were distributed to the elementary school teachers of 4 District Offices of Education and 1,086 questionnaires were returned. Among them, 1,063 questionnaires except 23 unreliable ones which were not completely answered were used for the final data analysis. The measurement tools of this study were the questionnaires measuring the principal's servant leadership, the questionnaires measuring the teachers' job commitment, the questionnaires measuring the teachers' job satisfaction. And the data collected by the questionnaire survey were analyzed through t-test, ANOVA, and Structural Equation Model(SEM) by using SPSS Win 18.0 and AMOS 7.0 programs.
C. The results of the study
The primary analysis results are as follows.
First, more senior teachers than regular teachers, more teachers of longer career than those of shorter or middle career, and more teachers working at larger or medium sized schools rather than smaller sized ones perceived that the principals exerted effective servant leadership(p<.001).
Second, elementary school teachers' job commitment were highly presented overall and while female teachers perceived their job commitment more highly than male teachers, any significant differences of job commitment was not presented depending on the teachers' status or level of education(p<.05). The teachers of longer career perceived their job commitment more highly than those of shorter or middle career(p<.001), and the teachers working at smaller sized schools perceived their job commitment more highly than those working at larger or medium sized schools(p<.05).
Third, the elementary school teachers' job satisfaction were presented as high in general, and senior teachers rather than regular teachers and the teachers of longer career rather than those of shorter or middle career showed higher job satisfaction(p<.001).
Fourth, the goodness of fit of the final Structural Equation Model(SEM) that test the influence of the principal's servant leadership and the teachers' job commitment on the teachers' job satisfaction was relatively high.
Fifth, according to the data analysis result of the structural influence relationship of the principal's servant leadership on the teachers' job satisfaction through the teachers' job commitment, the influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), and the influence on the teachers' job satisfaction was .195(p<.001). The influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001).
Sixth, it is analyzed that the direct influence of the principal's servant leadership on the teachers' job commitment was .570(p<.001), the direct influence on the teachers' job satisfaction was .195, and the direct influence of the teachers' job commitment on the teachers' job satisfaction was .765(p<.001). The indirect influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .436(p<.001), while the total influence of the principal's servant leadership on the teachers' job satisfaction through the teachers' commitment was .631(p<.001), which was analyzed as significant influence.
D. Conclusions of the study
The elementary school teachers perceive that the principals exerted high servant leadership and generally they show high job commitment and high job satisfaction.
The principal's servant leadership enhances the teachers' job commitment and has a direct effect on the teachers' job satisfaction as well as indirect influence through the teachers' commitment.
As it is verified, since the teachers' job commitment is an important mediating factor which affects the teachers' job satisfaction, principals need to exert servant leadership and enhance the teachers' job commitment as well.
목차 (Table of Contents)
- 목 차
- Ⅰ. 서 론 1
- A. 연구의 필요성 1
- B. 연구의 목적 7
- 목 차
- Ⅰ. 서 론 1
- A. 연구의 필요성 1
- B. 연구의 목적 7
- C. 용어의 정의 8
- D. 연구의 범위와 제한점 9
- Ⅱ. 이론적 배경 10
- A. 학교장의 서번트 리더십 10
- B. 교직헌신 19
- C. 직무만족 27
- D. 학교장의 서번트 리더십, 교사의 교직헌신, 교사의 직무만족 간의 관계 분석 32
- Ⅲ. 연구 방법 40
- A. 연구 모형 40
- B. 표집 42
- C. 측정 도구 43
- D. 자료 분석 방법 63
- Ⅳ. 연구 결과 및 해석 64
- A. 학교장의 서번트 리더십에 대한 교사 및 학교변인별 분석 64
- B. 교사의 교직헌신에 대한 교사 및 학교변인별 분석 69
- C. 교사의 직무만족에 대한 교사 및 학교변인별 분석73
- D. 학교장의 서번트 리더십, 교사의 교직헌신, 직무만족 간의 상관 관계 78
- E. 학교장의 서번트 리더십, 교사의 교직헌신, 교사의 직무만족 간 구조방정식 모형의 적합도 검증 79
- F. 학교장의 서번트 리더십, 교사의 교직헌신, 교사의 직무만족 간의 구조적인 영향 관계 81
- Ⅴ. 요약 및 결론 85
- A. 요약 85
- B. 결론 88
- C. 제언 90
- 참고 문헌 91
- 영문 초록 103
- 부록 Ⅰ. 예비조사 질문지 108
- 부록 Ⅱ. 본조사 질문지 112
- 부록 Ⅲ-1~5. 학교장의 서번트 리더십 요인분석(예비조사) 116
- 부록 Ⅲ-6~9. 교사의 교직헌신 요인분석(예비조사) 121
- 부록 Ⅲ-10~13. 교사의 직무만족 요인분석(예비조사)123
- 부록 Ⅳ-1~6. 학교장의 서번트 리더십, 교사의 교직헌신, 교사의 직무만족에 대한 Scheffé 사후 검증 결과125
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