초등교사의 감성리더십과 교실문화의 관계

다국어 초록 (Multilingual Abstract)

ABSTRACT

Relationships of Elementary school Teachers' Emotional Leadership to Classroom Culture


Oh Young Hoon
Major in Educational Administration
Graduate School of Education
Chonbuk National University

The purpose of this study was to analyze relationships of elementary school teachers' emotional leadership to classroom culture.
The specific research questions in order to achieve the purpose were as followings:
First, according to background characteristics of elementary school teachers Emotional Leadership Elementary students how to recognize the difference there?
Second, elementary school teachers' background characteristics and the type of classroom culture Elementary students how to recognize the difference there?
Third, what is relationships of elementary school teachers' emotional leadership to classroom culture?
According to the direction of the research, a questionnaire was developed in order to achieve the purpose of the study examined the performance and limitations of previous studies, the research was carried out using a questionnaire survey methods, questionnaire configuration was modified.
The sensitivity of the classroom teacher leadership questions of the four regions and 16 sub-region, self-awareness abillity, self-management abillity, social awareness abillity and relationship management abillity. A classroom culture of the sub-variables, the studious-oriented culture, a culture-oriented friends, play-oriented culture, pop culture-oriented culture the sloth-oriented culture of the five areas and consists of 25 questions. These questions were measured with a 5-step Likert scale.
For this study, with 438 questionnaires recovery returned a total of 500 questionnaires to 30 copies in order to derive the results of this study, nine schools were analyzed. T-test and F-test analysis method was used to study the mean and standard deviation calculated according to the background variables.
In such a way that the analysis of the main findings can be summarized as follows.
First, the elementary school classroom teacher perception of sensitivity showed high overall average of 3.96 students, mostly elementary school teachers' emotional leadership to recognize the degree of leadership. 'Relationship management skills (M = 4.03)', the highest of the following sub-variables of the sensitivity of the classroom teacher leadership, self-management skills (M = 4.01), social cognitive abilities (M = 3.89), self-cognitive abilities (M = 3.89) are in order. The results look different background variables recognized by gender and school size were significantly different.
Second, the type of classroom culture appeared, followed by play-oriented culture, a culture-oriented friends, studious oriented culture the sloth-oriented culture, pop culture-oriented culture of the play-oriented, oriented, studious oriented culture, higher than the 'normal'. And nurturing a culture oriented than male teachers than female teachers, general education teachers, director of teacher, class or less than 17 and more than 36 classes, respectively. In addition, more than 11 years than the 10 years in sloth-oriented culture, the male teachers than female teachers, teachers, teacher, in the under 17 class size higher, respectively. Pop culture-oriented culture than the chief teachers, general education teachers, the teacher than the teacher more than 11 years, and 10 years was higher.
Third, relationships of elementary school teachers' emotional leadership to classroom culture, achievement variance was 11.0%.
Sensitivity of the leadership variables, particularly social cognitive abilities (β = .163), and relationship management skills (β = .151), respectively. Of the teacher variables, and affects only the rank (β = - .114) was found.
In other words, the higher the teacher's social cognitive abilities and relationship management skills, and the lower ranks of teachers growing influence on the classroom culture.
This elementary school teachers' emotional leadership and acts as a positive factor in the culture of the classroom, and demonstrates the need to further improve the sensitivity of the sub-factors of leadership skills and social awareness and relationship management skills, in order to more positive and lively atmosphere
More research results obtained through the study conclusions are as follows:
First, elementary school teachers generally higher sensitivity to recognize the leadership was 3.96. Female teachers (M = 4.04) the male teachers (M = 3.79) higher than the emotional leadership recognized the school, the largest in more than 18 classroom teachers who work less than 17 classroom teachers working in recognized higher than the emotional leadership. Thus reduce small business, and education of teachers working at the school to improve the lives of the students and will have to promote mutual sympathy.
Second, type the play-oriented culture, classroom culture, friend-oriented culture, studious oriented culture, sloth-oriented culture, pop culture-oriented culture in order. Play-oriented, friend-oriented, nurturing-oriented culture 'normal' was higher than, studious oriented culture and the Director of the teachers and 36 female teachers was higher than class. Sloth male teachers and 17 classroom-oriented cultures was higher on the scale below. It's a small rural school, poor educational environment and teachers' work load factors due to the culture and the classroom is considered to represent a significant relationship.
Third, relationships of elementary school teachers' emotional leadership to classroom culture with each other has a significant positive correlation. In particular, teachers of social awareness and relationship management skills and was a meaningful grade. That is the teacher of social awareness and relationship management skills, the higher, the lower the rank of the teacher in the classroom culture and students have shown a high correlation. This elementary school students to bond with your child's teacher classroom atmosphere, the higher is because closely related to the formation, Teacher and student counseling and understand the feelings of humanity on a map of the classroom culture in the formation of a few activities that indicates that there is an important relationship.

Keyword : Emotional leadership, Classroom culture

목차 (Table of Contents)

• 목 차 ⅰ
• 표 목차 ⅲ
• 그림 목차 ⅳ
• ABSTRACT ⅴ
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 감성리더십 6
• 2. 교실문화 16
• 3. 선행연구고찰 22
• Ⅲ. 연구 방법 25
• 1. 연구 모형 25
• 2. 연구의 대상 및 표집 26
• 3. 측정 도구 28
• 4. 자료 처리 31
• Ⅳ. 연구 결과 32
• 1. 초등교사의 감성 리더십 32
• 2. 교실문화에 대한 인식 39
• 3. 초등교사의 감성리더십과 교실문화의 관계 46
• Ⅴ. 요약, 결론 및 제언 52
• 1. 요약 52
• 2. 결론 및 제언 54
• 참 고 문 헌 56
• 부록(설문지) 60