성인학습자의 창의적 리더십 교육모형 개발 = (The) development of a model for improvement of creative leadership for adult learners

국문 초록 (Abstract)

국문초록

성인학습자의 창의적 리더십
교육모형 개발

최윤주
평생교육학과
숭실대학교 대학원

본 연구는 성인학습자의 창의적 리더십 향상을 위한 교육모형을 개발하는데 목적을 두었다. 먼저 창의적 리더십의 영향 요인을 밝히고, 이를 기반으로 하여 교육모형을 개발하였다. 이에 따라 첫 번째 단계에서는 창의적 리더십과 관련된 조직분위기, 개인의 인지적 학습역량, 정의적 학습역량 간의 구조적 관계를 분석하였다. 두 번째 단계는 첫 번째 단계에서 확인된 창의적 리더십에 영향을 미치는 조직분위기와 개인학습역량(인지, 정의)을 바탕으로 성인학습자의 창의적 리더십 교육모형을 개발하였다. 연구 문제는 다음과 같다.
첫째, 조직분위기와 성인학습자의 개인학습역량(인지, 정의) 그리고 창의적 리더십 간의 구조적 관계는 어떠한가?
둘째, 성인학습자의 창의적 리더십 개발을 위한 교육모형은 어떠해야 하는가?
본 연구는 두 단계의 연구로 진행되었다. 첫 번째는 국내외 선행연구를 분석한 결과 창의적 리더십에 영향을 미치는 조직분위기와 개인학습역량(인지, 정의)을 변인으로 설정하여 구조 관계모형을 검증하였다. 두 번째는 성인학습자의 창의적 리더십 교육모형은 조직분위기와 개인학습역량을 영향요인으로 FourSight를 활용한 과정 선호도 이해, CPS 프로그램, 창의적 사고 기법, 동기유발전략이라는 교육과정을 통하여 창의적 리더십을 개발할 수 있는 것으로 확인되었다.
본 연구의 대상은 서울과 경기 지역에 거주하는 35세 이상의 성인학습자 788명이었다. 본 연구에서 사용된 검사는 Ekvall(1996)의 조직분위기 측정도구, 이경화 외(2011)의 개인학습역량 측정도구, 그리고 이경화 외(2010)의 창의적 리더십 측정도구이다. 연구방법으로는 잠재변인들 간의 구조 관계모형을 검증하기 위해 SPSS 18.0과 AMOS 통계 프로그램을 사용하였다. 또한 창의적 리더십에 영향을 미치는 변인과 교육모형을 개발하기 위해 델파이 조사를 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 조직분위기와 성인학습자의 개인학습역량(인지, 정의)은 창의적 리더십에 영향을 미치는 주요 변인임을 확인할 수 있었다. 둘째, 창의적 리더십 교육모형은 조직분위기와 개인학습역량(인지, 정의)을 영향요인으로 FourSight, CPS 프로그램, 창의적 사고 기법, 동기유발전략의 교육과정을 통해 창의적 리더십을 증진시킬 것으로 밝혀졌다.
본 연구에서는 성인학습자의 창의적 리더십 교육모형에 조직분위기와 개인학습역량(인지, 정의)을 투입하여 창의적 문제해결 진행 단계, 사고 기법, 동기유발전략이라는 교육과정을 활용한다면, 창의적 리더십을 효과적으로 개발할 수 있다고 보았다. 따라서 창의적 리더십 교육모형이 성인학습자의 개인 특성과 경험을 바탕으로 평생교육과 기업교육이 진행되는 분야에 체계적으로 자리매김할 수 있다는 것에 본 연구의 의미를 두고자 한다.
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다국어 초록 (Multilingual Abstract)

ABSTRACT

The Development of a Model
for Improvement of Creative Leadership
for Adult Learners

Choi, Yun Ju
Department of Lifelong Education
Graduate School of Soongsil University

The purpose of this study was to develop a model which enables the improvement of the creative leadership. First of all, the factors that affect the creative leadership of adult learners was verified. For this purpose, the first step in this study was dedicated to the analysis of the structural relationships among the organizational climate, the cognitive learning competency, the affective learning competency related to the creative leadership. In the second step of the study, a model for improvement of creative leadership education for adult learners was developed based on the factors that affect the creative leadership, such as the organizational climate and the individual learning competency (cognition, affection). Therefore, the research topics to address the above-mentioned purpose were as follows:
First, what is the structural relationship among the organizational climate, the individual learning competency (cognition, affection) of adult learners and the creative leadership?
Second, what should be a model for improvement of the creative leadership for adult learners?
The study to address the above topics was conducted in two steps. The first step was to verify the structural relationship model, after identifying the organizational climate and the learning competency of the individuals (cognition, affection) from the preliminary research on the existing literature. The second step was to validate the notion that the creative leadership models for adult learners could contribute to the development of the creative leadership by adding the curriculum for CPS programs, the creative thinking skill, the motivational strategy, and also for understanding the curriculum preference using the FourSight while utilizing the organizational climate and the individuals' learning competency as the influential factors.
In Seoul and Gyounggi region, 788 adult learners at the age of 35 or older were participated in the study. The means of assessment used in this study included the test tool for organizational climate by Ekvall (1996), the test tool for individual learning competency by Lee, Kyung Hwa et al. (2011), and the test tool for creative leadership by Lee, Kyung Hwa et al. (2010). The data collected using these tools were analyzed using SPSS 18.0 and AMOS statistical software in order to validate the structural relationship model among the potential variables. In addition, a Delphi survey was conducted to validate the variables that affected the creative leadership of the learners and the viability of the educational model.
The result of the analysis showed the following:
First, the organizational climate and the individual learning competency (cognition, affection) of adult learners were confirmed as the variables that had significant influence over the creative leadership. Second, it was demonstrated that the creative leadership education model for adult learners did have positive influence to the enhancement of the creative leadership via the curriculum for FourSight, CPS program, the creative thinking technique, and the motivational strategy while utilizing the organizational climate and the individual learning competency (cognition, affection) as the influential factors.
So, in the development of creative leadership model for adult learners, by using the organizational climate and the individual learning competency (cognition, affection) and also utilizing creative problem solving, thinking skills, and motivation strategies as curricula elements, the development of creative leadership can be achieved effectively. Therefore, the implication of the study is that the creative leadership education model could be accepted as a systematic part of the lifelong education efforts of the individuals and the corporate based on the personal experiences and traits of the individual adult learners.

목차 (Table of Contents)

• 목 차
• 국문초록 ⅸ
• 영문초록 ⅺ
• 제 1 장 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구 문제 6
• 1.3 용어 정의 6
• 제 2 장 문헌 고찰 8
• 2.1 성인학습자의 특성과 성인학습 8
• 2.1.1 성인학습자의 특성과 학습역량 8
• 2.1.2 성인학습의 특성과 이론 11
• 2.2 창의적 리더십의 개념과 영향요인 14
• 2.2.1 창의적 리더십의 개념 14
• 2.2.2 창의적 리더십의 구성요인 18
• 2.2.3 창의적 리더십의 영향요인 24
• 2.3 창의적 리더십 교육모형 설계 36
• 2.3.1 창의적 리더십 개발의 배경 37
• 2.3.2 성인학습자의 창의적 리더십 영향 변인 구조 관계 39
• 2.3.3 창의적 리더십 교육모형 44
• 제 3 장 연구 방법 56
• 3.1 연구 모형 56
• 3.1.1 구조 관계모형 56
• 3.1.2 교육모형 57
• 3.2 연구 대상 58
• 3.3 측정도구 60
• 3.3.1 조직분위기 측정도구 60
• 3.3.2 개인학습역량 측정도구 62
• 3.3.3 창의적 리더십 측정도구 64
• 3.4 연구 절차 66
• 3.4.1 조직분위기, 개인학습역량, 창의적 리더십 구조 관계모형 67
• 3.4.2 창의적 리더십 교육모형 타당화를 위한 델파이 조사 69
• 3.5 자료 분석 72
• 3.5.1 창의적 리더십 영향 변인 간의 구조 관계모형 검증 72
• 3.5.2 창의적 리더십 교육모형 검증 73
• 제 4 장 연구 결과 75
• 4.1 창의적 리더십 영향 변인 간의 구조 관계모형 75
• 4.1.1 측정변인의 기술통계 75
• 4.1.2 구조 관계모형의 적합도 평가 78
• 4.1.3 구조 관계모형 검증 81
• 4.1.4 논의 85
• 4.2 창의적 리더십 교육모형의 타당화 88
• 4.2.1 제1차 델파이 조사 결과 89
• 4.2.2 제2차 델파이 조사 결과 97
• 4.2.3 논의 113
• 제 5 장 요약, 결론 및 제언 118
• 5.1 요약 118
• 5.2 결론 120
• 5.3 제언 123
• 참고문헌 124
• 부 록 143

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