교사의 지도성과 학생의 자아개념간의 관계 연구 = (A) Study on the Relationship between Teacher's Leadership Types and Pupils' Self-concept

다국어 초록 (Multilingual Abstract)

This is a practical research paper that attempted to clarify the relationship between teacher's leadership types and pupils' self-concept within the class level.
The purpose of this research is to clarify how pupil' self-concept varies according to teacher's leadership types.
To attain this purpose, the selection of variants was made after studying corresponding documents and two written inquiries were carried out.
Task-orientation variant and harmony-orientation variant are the sub-variants of teacher's leadership types. Academic achievement-orientation variant, personality variant, social variant are the sub-variants of pupils' self-concept.
Two kinds of written inquiries were used based on related documents. Choi Chang-sup's inquiry, whose original version was Haipin's LBDQ, which was modified and translated into Korean and designed for Korean elementary pupils, was used to examine teachers ' leadership types. The other inquiry for pupils' self-concept was the inquiry made by the same Choi Chang-sup.
The target group was 410 elementary pupils from 11 classes from 2 schools in an agricultural area in Chollabukdo. Each question was processed in a way in which points were given on a scale of 1-5 according to the frequency of pupils' response.
The results of this research are as follows;
Harmony-oriented teachers were more influential than task-oriented teachers in helping pupils form positive self-concept, so it substantially supported the hypothesis proposed in project 1.
When it came to project 2, among task-oriented teachers, the male teachers exerted more influence on pupils' forming positive self-concept than female teachers. But among harmony-oriented teachers, there wasn't a significant difference between male and female teachers in helping pupils form positive self-concept.
The conclusions based on this research are as follows;
First, harmony-oriented teachers have a greater affect on molding pupils' positive self-concept than task-oriented teachers. Homeroom teachers are advised to be more harmony-oriented to help pupils have positive self-concept, because each class has only one homeroom teacher whose influence is strongly felt.
Second, we can conclude that among task-oriented teachers, there is difference between male and female teachers in influencing pupils' self-concept. But among harmony-oriented teachers, there is no substantial difference between male and female teachers in helping pupils form positive self-concept. This suggests that when harmony-oriented leadership is applied to pupils, it can exert a more positive influence on both male pupils and female pupils.
In conclusion, we can say that harmony-oriented teachers exert more influence on pupils' in forming positive self-concept than task-oriented teachers.
Even though I have presented the findings and conclusions of my research. I can't say with any certainty that this research is conclusive because not all variants were considered and assessments of each variant were not exact. But these findings suggest that field teachers should promote a desirable leadership type to maximize education effectiveness.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적과 연구문제 = 2
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 교사의 지도성 = 4
• 1) 지도성의 개념 = 4
• 2) 교사의 지도성 행위 = 10
• 3) 교사의 지도성 행위 변인의 정의 = 11
• 2. 자아개념 = 12
• 1) 자아개념의 정의 = 12
• 2) 자아개념의 측정변인 = 14
• 3. 교사의 지도성 행위와 자아개념과의 관계 = 17
• 4. 선행연구의 고찰 = 18
• Ⅲ. 연구의 방법 = 20
• 1. 연구의 절차 = 20
• 2. 표집 대상 = 21
• 3. 측정도구 = 22
• 1) 교사의 지도성 행위 측정도구 = 22
• 2) 자아개념 측정도구 = 23
• 3) 자료의 처리 = 24
• Ⅳ. 결과 해석 및 논의 = 25
• 1. 결과 해석 = 25
• 2. 논의 = 33
• Ⅴ. 요약 및 결론 = 36
• 1. 요약 = 36
• 2. 결론 = 37
• 참고문헌 = 38