체육 교사의 리더십 유형이 중학생의 학습태도와 학업성취에 미치는 영향 = Effects of Leadership Styles of Physical Educators on Learning Attitude and Academic Achievement of Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to know the effect of learning attitude and academic achievement of students in physical training class according to physical educators leadership styles.
To verify a hypothesis, students of 3 kinds of a school were selected as stratified sampling. That means one boys' middle school, one girls' middle school and one co-educational middle school at Gumi in Kyongsangbuk Do. In real research, the number of students was 205 in boy's middle school, 212 in girls' middle school and 218 boys and girls in co-educational, total 635 students.
The questionnaire for learning attitude used in this study was the one that was made up and developed by KEDI(1992). Also for this study, the questionnaire of the leadership styles for physical educators was applied what Jung Moo-yong(1997) has reconstructed based on Lewin, Lippitt and White's study(1939) which had classified 3 different leadership styles-the democratic, the laissez-faire and the authoritarian styles.
To recognize the academic achievement, the physical training test and the written examination in the final term in 2002, ratio of 80 to 20.
In data processing for verifying the hypothesis, two way ANOVA and MANOVA were used. To check out the correlation, Pearson Correlation Coefficient was used.
The results analyzed by the hypothesis and methods are as follows;
1. Students perceive their physical educators as the authoritarian style most. -especially the 3rd grade students do perceive like that. As to the kinds of schools, both boys' school and girls' school students perceive their teacher as the authoritarian most, while in the co-educational they perceive the teacher as the democratic most.
2. There was a great significance between the students' perception of the teacher's leadership style and their learning attitude. In the democratic style, students who had positive perception on their teacher have marked higher than those who perceive their teacher as non-democratic. Also in the authoritarian and the laissez-faire style, students have made higher than in non authoritarian and non laissez-faire style. Therefore, students who perceive their teacher as the democratic have marked the highest score in learning attitude.
As to the gender of the students, girls have marked higher than boys, which has showed a meaningful difference between the leadership style of the physical educators and learning attitude. Also the results of MANOVA, the democratic style in boys' school and non laissez-faire and non authoritarian in co-educational have marked the highest score.
3. There was a great significance between the students' perception of the teacher's leadership style and their academic achievement. Students who perceive their teacher as the democratic style have marked higher than those who do their teacher as non democratic in the academic achievement. Also students who perceive the teacher as non laissez-faire and non authoritarian have higher mark than the laissez-faire and the authoritarian style. That is, students who perceive the teacher as the democratic, non laissez-faire and non authoritarian are more excellent in the academic achievement.
Also students in co-educational have marked higher than other schools. In grades, the 1st graders have marked the highest score in the academic achievement in the laissez and the authoritarian style, which has showed a great significance. However there was no meaningful difference in the democratic style.
4. The results analyzed by correlation of the leadership style of physical educators, learning attitude and academic achievement have showed that in the democratic style, there was a highly negative correlation, however in the laissez-faire and authoritarian style, there was a highly positive correlation.

목차 (Table of Contents)

• 목차 = I
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 문제 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 리더십의 개념 = 6
• 2. 리더십 유형 = 7
• 1) 특성이론 = 7
• 2) 행위이론 = 9
• 3) 상황이론 = 14
• 4) 개방체제 이론 = 17
• 3. 학습태도 = 19
• 1) 태도의 정의 = 20
• 2) 학습태도 = 21
• 3) 태도형성에 영향을 미치는 요인 = 21
• 4. 학업성취 = 22
• 1) 학업성취의 정의 = 23
• 2) 학업성취의 격차 요인 = 23
• Ⅲ. 연구 방법 = 24
• 1. 연구의 대상 = 24
• 2. 조사 도구 = 24
• 1) 체육수업에 대한 학습태도검사 = 24
• 2) 체육교사의 리더십 유형검사 = 25
• 3) 체육교사의 리더십 집단구분 방법 = 26
• 4) 학업 성취 = 26
• 3. 자료의 처리 = 26
• Ⅳ. 연구 결과 = 27
• 1. 체육교사의 리더십 유형과 특성별 분포 = 27
• 2. 체육교사의 리더십 유형과 특성별 학습태도 = 29
• 3. 체육교사의 리더십 유형과 특성별 학업성취 = 46
• 4. 체육교사의 리더십 유형과 상관관계 = 49
• Ⅴ. 논의 = 50
• Ⅵ. 결론 = 53
• 1.결론 = 53
• 2.제언 = 54
• 참고문헌 = 55
• ABSTRACT = 60
• 설문지 = 63