학교장의 서번트 리더십이 교사의 직무만족을 매개로 효과적인 수업행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

Abstract

The Structural Effect of the Principal's Servant Leadership on the Teacher's Effective Teaching Behavior through the Teacher's Job Satisfaction

by Song, Myo-yong
Major in Educational Administration
Department of Education
Graduate School, Kookmin University

A. The Purpose of the Study
The purpose of this study was to clarify the structural effects of the principal’s servant leadership on the teacher’s effective teaching behavior through the teacher’s job satisfaction. The following research subjects were set up in order to accomplish the purpose.
First, are there differences in the principal’s servant leadership, the teacher’s job satisfaction or the teacher’s effective teaching behavior depending on the teacher variables(gender, status, educational and career level) and the school variable(the size of schools)? Second, how are the principal’s servant leadership, the teacher’s job satisfaction and the teacher’s effective teaching behavior correlated? Third, is the structural equation model of the principal’s servant leadership, the teacher’s job satisfaction and the teacher’s effective teaching behavior appropriate? Fourth, what is the connection of the structural effects of the principal’s servant leadership upon the teacher’s effective teaching behavior through the teacher’s job satisfaction?
B. The Methods of the Study
In this study, the principal’s servant leadership was established as the independent variable, the teacher’s job satisfaction was established as the mediator variable, and the teacher’s effective teaching behavior was established as the dependent variable. The measurement tools were surveys of the principal’s servant leadership, surveys of the teacher’s job satisfaction, surveys of teacher’s effective teaching behavior, with a five-point Likert scale used for the questions of each survey. In order to collect the data for this study, 1,095 sets of surveys were distributed to the teachers of 33 elementary schools in 11 District Offices of Education in Seoul and 967 sets were returned. Except 44 unreliable sets of survey which were not completed or collectively slanted, 923 sets of surveys were used for the data analysis. The data collected through the surveys were analyzed and verified through t-test, one-way ANOVA, Pearson’s correlation coefficient, Structural Equation Model by SPSS Win 18.0 and AMOS 18.0 programs.

C. The Results of the Study
The essential results of the analysis are as follow.
First, the perception level of elementary school teachers in Seoul of the principal’s servant leadership was presented as high in general(M=4.200). More senior teachers than regular teachers, more teachers with longer careers, teachers who work at small sized schools rather than teachers who work at medium or large schools were rated higher in the perception level of the principal’s servant leadership(p<.001).
Second, elementary school teachers in Seoul were analyzed as high in the perception level of the teacher’s job satisfaction(M=3.858). More senior teachers than regular teachers, more teachers with longer careers were presented as higher in the teacher’s job satisfaction(p<.001).
Third, elementary school teachers in Seoul were graded high in the perception level of their effective teaching behavior(M=4.098). Female teachers and senior teachers were presented higher in the perception level of their effective teaching behavior than male teachers or teachers with shorter careers (p<.05 or p<.001).
Fourth, in the analysis, the principal’s servant leadership, the teacher’s job satisfaction, and the teacher’s effective teaching behavior were seen as being correlated with each other. Therefore, it was determined that the establishment of each potential variable and observation variable, and the format of the surveys were appropriate (p<.05 or p<.01).
Fifth, the Structural Equation Model(SEM) of the principal’s servant leadership, teacher’s job satisfaction, and teacher’s effective teaching behavior was easily accepted because it was presented that the SEM satisfied almost the entire suitability index.
Sixth, the principal’s servant leadership has a direct influence on teacher’s effective teaching behavior(path coefficient=.192), and an indirect influence through teacher’s job satisfaction(path coefficient=.280). Therefore, total influence of the principal’s servant leadership on the teacher’s effective teaching behavior is presented as .472(p<.001).
Seventh, the principal’s servant leadership has a direct influence on the teacher’s job satisfaction (path coefficient=.457), the teacher’s job satisfaction also has a direct influence on the teacher’s effective teaching behavior (path coefficient=.613). In addition, it was presented that the teacher’s job satisfaction has a statistically similar intermediary influence on the principal’s servant leadership and the teacher’s effective teaching behavior(path coefficient=.280, p<.001).
D. Conclusion
The conclusions about the analysis of the structural effects of the principal’s servant leadership on the teacher’s effective teaching behavior through the teacher’s job satisfaction are as follows.
First, the principals of elementary schools in Seoul demonstrate high level of servant leadership in general.
Second, teachers of elementary schools in Seoul are generally satisfied with their teaching life and effective teaching behavior and they are also trying to improve the teaching quality.
Third, the principal’s servant leadership, teacher’s job satisfaction, teacher’s effective teaching behavior are all interrelated affirmatively.
Fourth, the principal’s servant leadership has a direct influence on teacher’s effective teaching behavior, and an indirect influence through teacher’s job satisfaction.
Fifth, the principal’s servant leadership has a direct influence on the teacher’s job satisfacti

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론
• A. 연구의 필요성 --------------------------------------------------------------- 1
• B. 연구의 목적 및 문제 -------------------------------------------------------7
• C. 용어의 정의 ------------------------------------------------------------------------- 7
• D. 연구의 범위와 제한점 ----------------------------------------------------------- 9
• Ⅱ. 이론적 배경
• A. 학교장의 서번트 리더십 ------------------------------------------------------ 10
• B. 교사의 직무만족 ------------------------------------------------------------------ 26
• C. 교사의 효과적인 수업행동 ---------------------------------------------------- 36
• D. 학교장의 서번트 리더십, 교사의 직무만족, 교사의 효과적인
• 수업행동 간의 관계 ------------------------------------------------------------ 44
• Ⅲ. 연구의 방법
• A. 연구 모형 --------------------------------------------------------------------------- 53
• B. 표집 ----------------------------------------------------------------------------------- 55
• C. 측정도구 ---------------------------------------------------------------------------- 56
• D. 자료의 분석 방법 ---------------------------------------------------------------- 82
• Ⅳ. 연구 결과 및 해석
• A. 학교장의 서번트 리더십에 대한 교사 및 학교변인별 차이 -------- 83
• B. 교사의 직무만족에 대한 교사 및 학교변인별 차이 ------------------ 91
• C. 교사의 효과적인 수업행동에 대한 교사 및 학교변인별 차이 ---- 98
• D. 학교장의 서번트 리더십, 교사의 직무만족, 교사의 효과적인
• 수업행동 간의 상관관계 ------------------------------------------------------106
• E. 학교장의 서번트 리더십, 교사의 직무만족, 교사의 효과적인
• 수업행동 간 구조방정식모형의 적합도 검증 -------------------------- 109
• F. 학교장의 서번트 리더십, 교사의 직무만족, 교사의 효과적인
• 수업행동 간의 구조적인 영향 관계 -------------------------------------- 111
• Ⅴ. 요약 및 결론
• A. 요약 --------------------------------------------------------------------------------- 116
• B. 결론 --------------------------------------------------------------------------------- 122
• C. 제언 --------------------------------------------------------------------------------- 124
• 참고 문헌 -------------------------------------------------------------------------------------- 126
• 영문 초록 ------------------------------------------------------------------------------ 142
• 부 록
• 1. 질문지 ------------------------------------------------------------------------------ 146
• 2. 잠재변인에 대한 요인분석 총분산 및 성분행렬(예비조사) --------152
• 3. 잠재변인에 대한 Scheffé 사후 검증 결과 ------------------------------158