학생이 인지한 교사의 지도성 유형과 과학학습태도 및 학업성취도와의 관계 = Research for relationship between teachers' teaching style recognized by students and their learning attitude and achivement in science class

다국어 초록 (Multilingual Abstract)

This study was undertaken to look at how teachers leadership in class influences students attitude to science. The teachers leadership is divided into task-oriented and human relationship-oriented, according to students perception of the same teachers leadership, and attitude to science and the achievement of students was compared with two different kinds of leadership.
The subjects of this study are as follows;
First, how does the teachers leadership behavior pattern influence students attitude to science?
Second, what is the correlation between the students perception of the teachers leadership pattern and the achievement of students?
Third, what is the correlation between students attitude to science and the achievement of students according to the students' perception of the teachers leadership pattern ?
To find the answers to these questions;
The students who are the first grade and the second grade in the middle school were chosen using an equal ratio of gender and school year, that is 262 male and 303 female, altogether 565 students. The tools which were used for this study were i, The teacher leadership behaviori^(1) and i, HARSi^(1), and this data includes documents about the students achievement of science.
The results of this study are as follows;
First, the students learning attitude to science showed remarkable difference with the teachers leadership behavior pattern. The attitude of students who recognized the teachers leadership as task-oriented was better than that of the students who perceived the teachers leadership as human relationship-oriented.
Second, in the correlation between the teachers leadership and the students achievement rate of science study, the average achievement rate of students who recognized the teachers leadership as task-oriented, 55.09(SD29.22) was 3.47 higher than that of students who recognized the teachers leadership as human relationship-oriented, 51.62(SD27.54).
Third, in the correlation between students achievement rate and their attitude to science influenced by teachers leadership, students who recognized teachers leadership as task-oriented have a higher correlation than students who recognized teachers leadership as human relationship-oriented in four fields of attitude related to science, which are .313(^**) and .245(^**), .244(^**) and .152(^**), .341(^**) and .177(^**), .371(^**) and .263(^**)
The results of this study which looked at the correlation between teachers leadership pattern and students learning attitude as well as achievement rate of study, has a lot of interesting implication for teachers study in direction.

목차 (Table of Contents)

• 목차 = iii
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 교사의 지도성 행위론 = 4
• 가. 지도성 행위 = 4
• 나. 교사의 지도성 = 8
• 2. 학습태도 이론 = 10
• 가. 학습태도의 개념 = 10
• 나. 교사의 지도성과 학습태도 = 11
• 3. 교사의 지도성과 학업성취 = 13
• III. 연구가설 = 15
• IV. 연구방법 = 16
• 1. 연구대상 = 16
• 2. 연구절차 = 17
• 3. 측정도구 = 17
• 가. 교사의 지도성 행위 문항지 = 17
• 나. 과학관련 태도 검사 문항지 = 18
• 다. 학업성취도 = 19
• 4. 자료처리 = 20
• V. 연구결과 = 21
• 1. 가설 1의 검증과 해석 = 21
• 가. 교사의 지도성 유형 분류 = 21
• 나. 교사의 지도성 유형과 과학관련 태도의 관계 = 22
• 2. 가설2의 검증과 해석 = 26
• 3. 가설3의 검증과 해석 = 27
• 가. 과업지향성에서의 과학 학업성취도와 과학관련 태도 = 27
• 나. 인화지향성에서의 과학 학업성취도와 과학관련 태도 = 28
• VI. 논의 및 결론 = 30
• 1. 가설 I에 대한 논의 = 30
• 2. 가설 II에 대한 논의 = 31
• 3. 가설 III에 대한 논의 = 33
• 참고문헌 = 35
• 부록 = 39