특성화 고등학교 학교장의 감성지도성, 학교조직문화, 교사의 조직헌신성, 임파워먼트의 구조관계 = (The) relationships among the specialized vocational high school principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment

다국어 초록 (Multilingual Abstract)

This study is aimed at identifying the relationships among the principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment which are perceived by teachers.
The following research questions were set.
First, what differences are there in the sub-factors of the principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment depending on the background variables?
Second, what are the relationships among the principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment?
After analyzing related literature and previous studies in order to achieve the purpose of this study and the research questions, a total of 360 persons were selected as the research subjects for survey by extracting 120 persons from each of the agricultural, industrial and commercial specialized vocational high schools in the area of Jeollabuk-do such as Jeonju, Gunsan, Namwon and Gimje. However, a total of 340 persons were finally selected as the research subjects except for the data whose contents of responses were faithless or which were responded by certain rules, not by respondents' thoughts.
As the measurement scale for the principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment, the existing measurement scale was used or suitably modified and supplemented to be used for the research purpose. The processed data were analyzed using SPSS WIN 18.0 and AMOS 5.0 programs. In order to verify the reliability of the measurement scale, Cronbach's alpha was calculated, and the descriptive statistics such as frequency, average, percentage and standard deviation were calculated in order to examine the general characteristics of the data. In order to verify the difference between the groups of measurement variables, one-way analysis of variance(ANOVA) was conducted. In order to verify the relationship between variables, covariance structure analysis was conducted through AMOS 5.0.
The findings of this study on the principals' emotional leadership, school organizational culture, teachers' organizational commitment and empowerment are as follows.
First, there is no difference in the principals' whole emotional leadership by gender. There are differences among ranks for the principals' whole emotional leadership, and there are differences in social awareness skills and relationship management ability. There is a difference in the principals' whole emotional leadership by size, and there are differences in self-management ability, social awareness skills and relationship management ability. There is a difference in the principals' whole emotional leadership by the school for which they work, and there are differences in self-management ability and relationship management ability, which are sub-factors. There is no difference in the principals' whole emotional leadership by major subject.
There is a difference in the whole school organizational culture by rank, and there are differences in the evolutionary culture and progressive culture. There is a difference in the teachers' whole organizational commitment by gender, and there are differences in loyalty and spontaneity. There is a difference in the teachers' whole organizational commitment by size, and there are differences in loyalty and spontaneity. There is a difference in the teachers' whole organizational commitment by school, and there are also differences in loyalty and spontaneity. There is a difference in the teachers' whole organizational commitment by school for which they work, and there are also differences in spontaneity and acceptance of value. There is a difference in the whole empowerment by rank, and there are also differences in decision-making and autonomy.
Second, there are self-management ability, social awareness skills and relationship management ability in the sub-factors of the principal's emotional leadership and they will affect the school organizational culture positively. There are self-awareness ability, self-management ability and relationship management ability in the sub-factors of the principal's emotional leadership and they will affect on the organizational commitment positively. There are self-management ability and relationship management ability in the sub-factors of the principal's emotional leadership and they will affect on the empowerment positively. There is a high correlation between school organizational culture and organizational commitment. There is no correlation between school organizational culture and empowerment, and there are positive effects between organizational commitment and empowerment.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 6
• 1. 감성지도성 6
• 2. 학교조직문화 18
• 3. 교사의 조직헌신성 30
• 4. 임파워먼트 38
• 5. 선행연구 고찰 44
• Ⅲ. 연구방법 49
• 1. 측정모형 49
• 2. 연구대상 50
• 3. 측정도구 52
• 4. 측정모형의 적합도 63
• 5. 자료처리 63
• Ⅳ. 연구결과 및 논의 65
• 1. 연구결과 65
• 2. 논의 97
• Ⅴ. 요약 및 결론 100
• 1. 요약 100
• 2. 결론 102
• 참고문헌 105
• <부록> 113
• ABSTRACT 119