담임교사의 지도성 유형과 학급풍토와의 관계 연구 = (A) Study on the Relationship between Classroomteachers' Leadership Styles and Classroom Climate

다국어 초록 (Multilingual Abstract)

The fundamental, social and educational environment presented to elementary school pupils is embodied by their classroom teacher, who, in theirs of his/her leadership styles, is the most influential factor on students. By discovering the interrelationships between the teachers' leadership styles and classroom climates, this study focuses on how classroom teachers should behave to enhance the classroom environment.
To accomplish these purpose, the concrete objectives of study were summed up as follows;
First, To analyze overall distinctions among teachers' leadership styles perceived by pupils and to discover what differences are made by means of teachers' personal backgrounds and school location.
Second, To detect general characteristics of classroom climates, and to diagnose them by means of teachers' personal backgrounds and school location.
Third, To search out the interrelationships between teachers' leadership patterns and class climates.
The data were collected from 964students from elementary schools in ChungNam and Deajon City were surveyed. Nam Jung-Geol's LBDQ and Kim Chang-Geol's OCDQ were applied as Five-Scale with which pupils' perception was measured. To produce the results, Average (M), Standard Deviation (SD), T-Test, F-Test and Stepwise Multiple Regression Analysis were employed.
The results of data analysis were as follows;
First, Distinctive Aspects of the Leadership Styles of Classroom Teachers and Characteristics by Personal Backgrounds and School Location. Overall inclinations of leadership styles of classroom teachers demonstrate that the demonstrate Style of leadership was the most prevalent, being followed by Autocratic Style and Laissez-Faire Style in order. Distinctions by personal backgrounds indicate that in the leadership patterns male teachers were more authoritarian than female teachers, married teachers more than singles older teachers (more experienced) more than young ones. No particular difference were revealed in terms of school location.
Second, Overall Classroom-Climates and Distinctions by Teacher's Personal Background and the School Location. Familiar climate made 3.5 on the 5 pont scale followed by Autonomous climate, 3.24, Controlled climate, 2.78, and finally, Laissez 2.57. In terms of gender, male teachers were shown to have both more controlled however, were more autonomous and familiar for class climate by their personal backgrounds. Additionally, single teachers were more autonomous and familiar than married ones. In age and experience, teachers were in their 20's and 30's were shown to be more autonomous and familiar, while teachers in their 40's through 50's showed more controlled leaderships. Distinctions of Classroom climate topped in the midway regions. Classroom Climate topped in the midway regions. The autonomous, familiar and laissez-faire climates were relatively weak in outskirt areas.
Third, Interrelationship Between the Leadership Styles of Classroom Teachers and Classroom Climates. When classroom teachers are authoritarian pupils perceive the classroom climate as controlled and familiar. With teachers' democratic leadership, the classroom climate is seen as a loose and autonomous, as well as controlled. The laissez-faire style is seen as a loose and familiar climate. Classroom teachers with more democratic patterns of leader ship are apt to be laissez-faire. However, teachers with democratic patterns were shown to manage their class, which is seen contrary to authoritarian leadership. The controlled and laissez-faire climate was shown to be correlated. And a .44 scale of correlation was maintained between the autonomous and familiar climates.
As to conclusions were summed up as follows;
First, Most teachers in charge of class were shown to manage their classes with democratic leadership, followed by the authoritative and the laissez-faire leaderships in order. This is considered as extremely desirable. Significant distinctions among the leadership patterns in terms of teacher's personal backgrounds and school location were found. Male teachers are more authoritarian than female teachers, and married teachers are more authoritative than singles. School location was not a significant factor.
Second, the familiar classroom climate is by far the most common, followed by the autonomous climate, controlled climate, and laissez-faire climate in order. The familiar climate is regarded as encompassing a strong and encouraging bond of the teacher's consideration and pupils' familiarity, but it is also thought of as limiting for goal achievements. The classroom climate with male teachers is more controlled and laissez-faire while that by females is more autonomous and familiar. Teachers in their 20's and 30's bring more autonomous and familiar class climate than a climate based on their own leadership teacher in their 40's and 50's generate a more controlled climate.
Third, Large schools in town are shown to be less autonomous, and schools in outskirts yield more an autonomous and familiar climate. The authoritarian style of leadership causes classroom climate to be controlled and familiar. What is noticeable is that the familiar climate developed by the authoritarian leadership is likely to be against authoritative climate. Democratic leadership gives rise to an autonomous and familiar climate. the latter is correlated with democratic leadership, which is a very hopeful fact. Laissez-faire leadership creates a loose and familiar climate. However, this familarity did not have any statistical significance. The authoritative leadership pattern is highly correlated with a controlled climate, but is countered with familiar and autonomous climates. Democratic leadership has a significant correlation with autonomous and familiar climates, and is contrary to controlled and laissez-faire climates. The laissez-faire leadership matches loose and autonomous climates, but is shown against unbalanced with controlled and familiar climates.

목차 (Table of Contents)

• 목차 = ⅰ
• 표차례 = ⅱ
• 그림차례 = ⅱ
• 제1장 서론 = 1
• 제1절 연구의 필요성 = 1
• 제2절 연구의 목적 = 2
• 제2장 이론적 배경 = 3
• 제1절 교사의 지도성에 관한 이론 = 3
• 제2절 학급풍토 이론 = 11
• 제3절 담임교사의 지도성 유형과 학급풍토와의 관계 = 18
• 제3장 연구의 방법 = 23
• 제1절 연구의 대상 및 표집 = 23
• 제2절 측정도구 = 24
• 제3절 자료의 처리 = 26
• 제4장 연구의 결과 및 해석 = 27
• 제1절 담임교사의 지도성 유형의 전반적 경향과 배경 변인별 차이 분석 = 27
• 제2절 학급풍토의 전반적 경향과 요인별 차이 분석 = 29
• 제3절 담임교사의 지도성 유형과 학급풍토와의 관계 = 31
• 제5장 결론 및 제언 = 33
• 제1절 결론 = 33
• 제2절 제언 = 35
• 참고문헌 = 36
• ABSTRACT = 39
• 부록 = 43