학교장의 지도성 발달 과정에 관한 연구

박상완 ( Sang Wan Park ) 한국초등교육학회 2008 초등교육연구 Vol.21 No.2

To define and analyse major characteristics of leadership development of school principals, 13 school principals were selected and interviewed in depth. Findings from the interviews can be summarized as follows: First, characteristics of career choice and development as school principals shows that the principals were dedicated to realize their ideal in education and they were recognized, guided and supported by their superiors and colleagues. Secondly, various pre-principal careers and experiences seem to influence leadership development of school principals. Career as department head of school is an initial opportunity to develop leadership. Career as vice principal of school also helps to develop leadership as middle level manager. Experience as school inspector or commissioner broadens vision in education and helps to increase professional expertise. On the other hand, the principals pointed out that mandatory preparatory training programs are not quite satisfactory in providing with sufficient know-how for initial adaptation or socialization as school principals and intellectual stimulation. In conclusion, leadership of school principals seems to be developed throughout their career life. Role models of principals and vice principals they had worked with in the past also influence their leadership development. In addition, more systematic training programs for vice principals and department head teachers as well as school inspectors are needed because those careers are very important in developing leadership of school principals.

여성 학교장의 리더십 유형 및 특성 분석

최미섭 한국교원교육학회 2017 한국교원교육연구 Vol.34 No.2

본 연구는 여성 학교장 리더십 특성을 분석하기 위하여 15명의 여성 학교장을 대상으로 MLQ(Multifactor Leadership Questionnaire)를 통한 설문조사와 심층 면담(2017.2.2.~3.28.)을 실시하였다. 분석 결과, 첫째, 여성 학교장의 리더십 유형은 거래적 리더십 보다는 변혁적 리더십 특성을 더 나타내고 있었다. 둘째, 여성 학교장의 강점으로 확고한 교직관과 교육철학, 교직에 대한 사랑, 의사소통 능력, 인정과 배려 등 정의적 영역이 두드러지며, 취약점으로 시설관리 및 위기 대처능력 부족, 융통성 부족, 결단력 부족, 대외 활동의 어려움 등으로 나타났다. 셋째, 여성 학교장이 인식하고 있는 남성 학교장과의 리더십 특성 차이는 성(性)의 관점이라기보다 개인적 성향(개성)에서 기인한다는 인식이 있었다. 일반적으로 남성은 권위적, 직관적으로 업무 수행을 하는 한편, 여성은 세심하고 섬세하며 부드럽고 온화한 돌봄적 특성을 지녔다고 인식하였다. 넷째, 여성 학교장의 지위에 오르기까지 주요 장벽으로 성역할에 대한 고정관념, 남성우위 사상, 여성에 대한 편견이나 차별, 가정에서 육아와 가사 등이라고 인식하였다. 다섯째, 여성 학교장의 리더십 개발을 위한 노력으로 대부분 선배교장이 롤모델(role model)로서 영향을 주었으며, 본인의 자가 연수, 교장 직무연수, 협의회에서의 리더십 강의에 의존하고 있었다. 학교장의 리더십 개발 및 향상을 위해 재교육 시스템 및 재임기간 동안 생애 주기별(초임, 중임 등) 학교장 연수가 필요하며, 4차 산업혁명 시대가 요구하는 리더를 양성하기 위한 제도적 장치가 필요함을 시사하고 있다. The purpose of this study was to analyze the leadership characteristics of female principals in order to broaden an understanding of the qualities of these educational administration leaders, and to suggest how to further develop their leadership skills. The results of the research and analysis were as follows: The first research question sought to identify the leadership types of female principals. The participants scored higher in the transformational leadership factors than the transactional leadership factors, as measured by the Multifactor Leadership Questionnaire (MLQ). The second, the perceptions of the participants regarding their strengths related to the affective domain, such as love of the teaching profession, recognition and compliments, consideration, initiative, etc. On the one hand, female principals’ weaknesses were perceived to be greed, lack of coping during crises, narrow personal relationships etc. The third, research question sought to discover what female principals perceived to be the differences in the leadership characteristics of male and female principals. Some participants said that the differences were more related to personality than gender. The participants perceived male principals as quicker to make intuitive decisions, more authoritarian, and more disposed to integrated thinking. The fourth, research question pertained to what female principals perceived to be the major barriers to achieve school leadership positions. Attitudes and beliefs concerning women’s gender roles in education, and masculine superiority, bias, and discrimination against women were cited as possible barriers. The fifth, research question sought to discover the best practices currently being used by female principals to develop their leadership skills. The best practices identified were collaboration with as strong role- models, education program seminars, and books and written resources. This study also identified a distinct lack of a formal system to develop the leadership of female principals, and suggests what steps should be taken for developing their leadership skills.

A structural equation model (SEM) of the impact of transformational, visionary, charismatic and ethical leadership styles on the development of wise leadership among Filipino private secondary school principals

Marishirl Parco-Tropicales,Allan B. de Guzman 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.4

In recent years, wisdom is seen as a key resource for school leaders in dealing with the dynamics of the changing school environments. This study purports to expand the growing interest on wisdom by testing a model that describes the impact of transformational, visionary, charismatic and ethical leadership styles on wise leadership development among a select group of 320 Filipino secondary school principals through structural equation modeling. A multi-aspect questionnaire was used to characterize the respondent principals’ leadership orientation and styles. Specifically, the following adapted tools were used: the Transformational Leadership Behavior Inventory, the Ethical Leadership Scale, the Charismatic Leadership Scale, the Visionary Leadership Scale and the Wisdom Development Scale. Results of the structural equation model revealed that: (1) each of the four types of leadership has a significant positive impact on wise leadership development, (2) high charismatic qualities of principals could lead to higher capability for wise leadership, (3) transformational and visionary leadership appeared to have the most impact on wise leadership development and (4) five pairs of leadership styles (visionary and charismatic, charismatic and ethical, transformational and ethical, transformational and visionary, and transformational and charismatic) when any of them is practiced by the school principals indicate stronger effect on wise leadership. Implications for practice, theory and policy are also discussed in this paper.

토픽모델링을 적용한 교장리더십의 연구동향 분석

문영주(Moon Youngjoo) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.1

이 연구는 토픽모델링 분석방법을 적용하여 최근 20년 동안 수행된 교장리더십의 연구동향을 살펴봄으로써 교장리더십 연구의 지식구조를 파악하고, 향후 연구방향을 모색하고자 수행되었다. KCI와 RISS를 활용하여 2000년 1월 1일부터 2020년 11월 30일까지 한국연구재단 등재(후보)지에 게재된 교장리더십 관련 학술논문을 전수 조사한 결과, 104편 논문의 서지정보를 수집할 수 있었다. 주요 분석결과는 다음과 같다. 첫째, 교장리더십 연구의 상위 주제어는 교장리더십, 변혁적 리더십, 조직효과성, 교장, 교사, 직무만족 등으로 나타났다. 둘째, 7개의 토픽 비중을 살펴본 결과, ‘교사협력에 기반을 둔 전문적 학습공동체’, ‘여성리더십, 여성주의 리더십에 기반을 둔 여교장의 리더십 유형과 특성’, ‘학교구성원의 긍정적 조직행동 함양을 위한 교장리더십’, ‘교장공모제 학교의 조직효과성과 리더십 영향요인에 관한 연구동향’, ‘교장과 교감의 역할수행과 교육리더십 함양을 위한 프로그램 개발’, ‘조직몰입, 조직효과성 향상을 위한 교사리더십’, ‘학생의 학업성취도 향상을 위한 수업리더십과 도덕적 리더십’ 순으로 비중 있게 다루어졌음을 알 수 있었다. 마지막으로, 연도별 상승세를 보이는 토픽은 ‘교사협력에 기반을 둔 전문적 학습공동체’, ‘교장공모제 학교의 조직효과성과 리더십 영향요인에 관한 연구동향’이었으며, 연도별 하강 추세를 보이는 토픽은 ‘교장과 교감의 역할수행과 교육리더십 함양을 위한 프로그램 개발’ 토픽임을 알 수 있었다. 이상을 종합하여 향후 교장리더십 연구의 시사점을 제시하였다. This study set out to investigate the trends of research on principal leadership for the last 20 years by applying the topic modeling analysis technique, figuring out the knowledge structure of research on principal leadership, and searching for future research directions. The investigator examined research papers on principal leadership published in journals registered at the NRF between January 1, 2000 and November 30, 2020 based on KCI and RISS, collecting the bibliographic information of a total of 104 papers. The main analysis results were as follows: first, the top keywords include principal leadership, transformational leadership, organizational effectiveness, principal, teacher, and job satisfaction; secondly, the study examined the seven topics for their importance and found the biggest importance placed on professional learning community based on teachers collaboration, which was followed by types and characteristics of female principals leadership based on female leadership and feminist leadership, principal leadership to promote the positive organizational behavior of members of school, trends in research on the organizational effectiveness of schools running the open recruitment system for principals and the influential factors of leadership, development of programs to promote the role performance and educational leadership of principals and vice principals, teacher leadership to enhance organizational commitment and effectiveness, and instructional and moral leadership to increase students academic achievements in that order; finally, hot topics were professional learning community based on teachers collaboration and trends in research on the organizational effectiveness of schools running an open recruitment system for principals and the influential factors of leadership, whereas a cold topic was development of programs to promote the role performance and educational leadership of principals and vice principals. Based on these findings, the study provided implications for future research.

유치원 원장이 인식하는 원장의 이미지를 통한 리더십 유형 분석

전윤숙 ( Yun Sook Jun ) 미래유아교육학회 2010 미래유아교육학회지 Vol.17 No.1

This study was to find out the leadership of kindergarten principals by examining the self-recognized image as a principal. For this study, 98 kindergarten principals were surveyed to answer a questionnaire asking to define Kindergarten principal is _______ and the reason for such definition. 86 responses were provided and analyzed. According to the analysis, kindergarten principals defined their self image in 65 types and through the analysis on the reasons that they submitted, total 12 images of kindergarten principal were extracted. These images were compared with existing leaderships discussed as alternative leaderships those were; transformational leadership, self leadership, shared leadership and servant leadership. Among 12 images, 6 images are matched with these alternative leaderships. Amogh other 6 images, 2 images are matched with traditional charismatic leadership and one image is matched with transactional leadership. The other 3 images are found out to be different from existing leadership and unique leadership of kindergarten principals.

The Analysis on Type of Perception of Principal’s Leadership in Korea - Usage of Potential Growth Models

김현욱(Kim, Hyunwook),김정민(Kim, Joungmin) 한국비교교육학회 2020 比較敎育硏究 Vol.30 No.5

[연구목적] 이 연구는 리더십에 대한 새로운 접근을 시도한 연구로서 학교장의 리더십이 시간에 따라 다르게 인식되는지 탐색하고자 하였다. 교사들이 동일한 교장에 대해 리더십을 달리 인식하는지, 그리고 그것이 시간에 따라 변화할 수 있는지에 밝히는 것을 목적으로 하였다. [연구방법] 이를 해결하기 위해 본 연구는 학교장의 리더십을 인간 중심 차원과 과업 중심 차원으로 구분하고, 한국교육개발원의 한국교육종단연구(Korea Education Longitudinal Study) 자료를 활용 잠재 성장 모형(Latent Growth Modeling: LGM)을 적용하여 종단적인 분석을 실시하였다. [연구결과] 분석결과, 연령이 낮은 교사, 교직 경력이 짧은 교사, 직위가 높은 교사일수록 학교장의 과업중심리더십을 높게 인식하였다. 반대로 나이가 많고 교직 경력이 오래된 교사, 직위가 낮은 교사일수록 학교장의 과업중심리더십을 낮게 인식하였다. 이러한 경향은 시간이 지남에 따라 변화되지 않았으며, 학교장의 과업중심 리더십을 높게 혹은 낮게 인식하는 요인이 되었다. 그리고 남자 교사와 연령이 높은 교사일수록 학교장이 인화적인 리더십을 더 발휘한다고 인식하였다. 이러한 경향은 시간이 지남에 따라 변화되었는데, 연령이 높은 교사일수록 점차 학교장의 인화적인 리더십이 감소한다고 느꼈다. 여성 교사와 연령이 낮은 교사일수록 학교장의 인화적인 리더십을 낮게 인식하였고, 이러한 경향은 시간이 지남에 따라 변화되었는데, 연령이 낮은 교사일수록 점차 학교장의 인화적인 리더십이 증가한다고 느꼈다. [결론] 이러한 연구결과는 한국 학교 현장에서 학교장 리더십의 실제적 특징을 드러내 줄 뿐만 아니라 리더십의 역동적인 측면을 드러내어 준다는데 그 의의가 있다. 학교장의 리더십은 이상과 같은 특성들을 고려하여 그 이해의 폭을 넓혀야 하고, 학교장은 자신의 리더십이 교사의 배경 특성에 따라 달리 작용하고 있음을 이해하여 이를 효과적으로 보완하려는 노력이 필요하다. Purpose: This study as a new approach to leadership attempts to explore whether leadership is perceived differently over time. The purpose is to clarify whether teachers perceive leadership differently in the same principal and whether it can change over time. Methods: To solve this problem, this study divides the principal s leadership into relationship-oriented and task-oriented dimensions, and uses the Korea Education Longitudinal Study data from the Korea Educational Development Institute. The Latent Growth Modeling (LGM) was applied to perform longitudinal analysis. Results: As a result of the analysis, younger teachers, teachers who have shorter teaching experience, and higher-position teachers are more likely to recognize the principal s task-oriented leadership as high. On the other hand, older teachers and teachers in a lower-position are less likely to recognize the principal s task-oriented leadership. This trend has not changed over time. The factors that teachers recognize the principal s task-oriented leadership are their career, age, and position. Also, male teachers and older teachers recognize that the principal is more likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but older teachers feel with time that the principal’s relationship-oriented leadership decreases. Female teachers and younger teachers recognize that the principal is less likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but younger teachers feel with time that the principal’s relationship-oriented leadership increases. Conclustion: The findings are meaningful in that they not only reveal the practical characteristics of school leadership at sites in Korea, but also reveal the dynamic aspects of leadership. The principal’s leadership needs to broaden its understanding by considering the above characteristics, and the principal needs to understand that his or her leadership works differently according to the background characteristics of the teacher, and it is necessary to make efforts to effectively complement it.

교사효능감, 학교풍토, 교장의 수업지도성 인식이 교사만족도에 미치는 영향에 관한 연구: 교장공모제를 중심으로

문영주 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.1

이 연구는 교사효능감, 학교풍토, 교장의 수업지도성 인식이 교사만족도에 어떠한 영향을 미치는지 살펴보는 연구이다. 연구를 위해 한국교육개발원의 교육종단연구 2013년 1차년도 패널의 1,492부를 분석한 결과는 다음과 같았다. 첫째, 공모교장 학교 초등교사와 일반 학교 초등교사가 인식하는 교사효능감, 교사만족도, 학교풍토(교직풍토, 학급풍토), 교장의 수업지도성 인식에 차이가 있는지 살펴본 결과, 공모교장 학교에서 교장의 수업지도성 인식, 교사만족도가 더 높은 것으로 나타났다. 둘째, 교사만족도에는 교사효능감, 학교풍토, 교장의 수업지도성 인식이 모두 영향을 미치는 것으로 나타났다. 그 영향력의 크기에서는 교직풍토가 가장 큰 영향을 미치고 그 다음으로 교장의 수업지도성 인식이 영향을 미침을 알 수 있었다. 마지막으로 교사효능감, 학교풍토, 교장의 수업지도성 인식이 교사만족도에 미치는 영향에 있어서 공모교장 학교 초등교사 집단과 일반 학교 초등교사 집단 간에 차이가 있는지 살펴본 결과, 그 차이는 확인되지 않았다. 따라서 교사효능감, 학교풍토, 교장의 수업지도성 인식이 교사만족도에 미치는 영향은 공모교장 학교 교사집단과 일반 학교 교사집단에서 유사함을 알 수 있었다. 이상의 결과를 바탕으로 교장공모제를 안정적으로 시행함과 동시에 초등교사의 교사만족도를 높이기 위한 시사점을 도출하였다. This study is to e xamine the effects of school climate, teacher efficacy, an d instructional leadership of principals on the teacher satisfaction. For this purpose, the investigator analyzed 1,407 questionnaires from the first-year panel of the KELS 2013 by the KEDI. The findings were as follows: First, the study conducted latent means analysis to see whether there would be any difference between the perceptions of teachers at schools with openly recruited principals and those at general schools. And it found that the instructional leadership of principals and teacher satisfaction was higher at schools of openly recruited principals. Secondly, the teacher satisfaction was influenced by teacher efficacy, school climate, and instructional leadership of principals. Teaching climate had the biggest impact on teacher satisfaction, being followed by the instructional leadership of principals. Finally, multi-group analysis was performed to see whether there would be differences between the perceptions of teachers at schools with openly recruited principals and those at general schools in the effects of the teacher efficacy, school climate, and instructional leadership of principals on teacher satisfaction. The analysis results show no differences between them. Based on these findings, the study discussed implications for the implementation of the open recruitment system for principals and the teacher satisfaction.

중학교 교장의 수업 리더십에 대한 기대와 실제

구순희 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

The purpose of this study was to shed light on the roles of principals in association with instructional leadership and to seek ways to narrow the gap between the expectations of principals and those of teachers for the instructional leadership of principals and their implementation of instructional leadership. The major results of this study were as follows: First, implementation for the instructional leadership of principals fell short of their own expectations. Second, the teachers set a lower value on the instructional leadership performance of the principals than the principals themselves did. The above-mentioned findings suggested that it's required for people concerned in and outside school to make efforts to narrow the gap between the expectations of the principals for their own instructional leadership behaviors and their actual behaviors and between their actual behaviors and the teachers' way of looking at it. In school, principals should acquire professional knowledge and knowhow about instructional leadership, and they also should have a good, decent personality to let teachers accept their instructional leadership. Outside school, more reinforced training programs should be provided to boost their instructional leadership, and each office of education should make an evaluation of academic achievement to turn school into a place for educational competition in good faith. Besides, current school evaluation system should be improved. Such concerted efforts will have a good impact on the instructional leadership performance of principals, which will, in turn, contribute to escalating the quality of instruction. Higher-quality school education will let people put more confidence in school teachers than in academies, and then school education will be on the right track.

초등학교 교사 지도력 수준에 대한 교사와 교감의 인식

장윤숙 이화여자대학교 교육대학원 2007 이화교육논총 Vol.17 No.-

The purpose of this study was to examine teacher leadership by gathering the opinions of teachers and vice principals, to spread awareness about a teacher as a leader, and ultimately to facilitate the professional growth of teachers. It's planned to define teacher leadership and its constituents and to grasp the leadership level of elementary school teachers by looking into the perception of teachers and vice principals about it. Investigating the only views of teachers on their own leadership might possibly lead to deteriorate the objective accuracy of information on that, and gathering extensive opinions from vice principals seemed to be a better way for that. To address the research questions, relevant literature and earlier studies were reviewed, and three categories and eight components were selected as the components of teacher leadership. The selected three categories were an in-classroom category, out-of-classroom category and common category. The first was composed of vision presenting, instructional leadership, curriculum building and guidance ability. The second consisted of executive skills, decision-making involvement and influence on colleagues. The third included only one component, which was a personal development. In the result, the elementary school teachers exerted their leadership in school both in a formal and informal manner, and it's also found that they lived up to the expectations of the vice principals, since the two groups had the same opinion on teacher leadership. Besides, both groups felt the need for teacher leadership as a way to improve school performance and to expedite educational reform. Hence, teachers should be urged to deploy their leadership in order to enhance school performance and to make educational reform successful. To make it happen, the way people look at teachers should be changed. They should be viewed as a leader, and that will contribute to accelerating their professional growth as well. Besides, they should be assisted to take their expertise, especially teaching ability, to another level, as it is the integral element of their leadership, and they also should be encouraged to be more involved in decision-making process. Moreover, teacher leadership programs should be prepared to let teachers and school administrators have a better understanding of it. A series of those efforts are expected to encourage teachers to bring a favorable change to school performance as a leader.

교장의 지도성, 교감의 지도성, 교사효능감, 학교조직효과성 간의 구조관계

양은주,이윤식 한국교원교육학회 2016 한국교원교육연구 Vol.33 No.2

이 연구는 교장의 지도성, 교감의 지도성, 교사효능감, 학교조직효과성 간의 구조관계를 알아보는데 목적이 있다. 이 연구를 실행하기 위하여 인천지역의 초등학교 교사를 대상으로 총 69개 학교에 1,250부의 교사설문지를 송부하여 1,130부의 설문지가 회수되었으며 이 중 1,024부에 대하여 중다회귀분석과 구조방정식모형분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 교장의 지도성이 교사효능감과 학교조직효과성에 미치는 영향을 분석한 결과 교장의 지도성이 교감의 지도성과 서로 상이한 경우 교사효능감과 학교조직효과성에 유의한 영향을 미치는 것으로 나타났다. 둘째, 교감의 지도성의 경우 교감의 과업중심지도성, 관계중심지도성 모두 교사효능감과 학교조직효과성에 긍정적 영향을 미치는 것으로 나타났다. 셋째, 교사효능감이 학교조직효과성에 미치는 영향을 분석한 결과 교장의 지도성, 교감의 지도성에 비하여 교사효능감이 학교조직효과성에 미치는 영향이 더 큰 것으로 나타났다. 또한 교장의 지도성, 교감의 지도성, 교사효능감, 학교조직효과성 간의 관계에서 교사효능감을 매개로 하였을 때 간접효과가 모두 유의하게 증가하고 결과적으로 총효과가 증가한 것을 통해 교사효능감의 매개효과가 입증되었다. This study aims to identify, in the relationship among the principal’s leadership, vice principal’s leadership, teacher efficacy and school organizational effectiveness in elementary school, the structure relationship. In order to conduct this study, 1,250 questionnaires were distributed to 69 elementary schools located in Incheon and then 1,130 questionnaires were collected. Among these collected questionnaires, for 1024 questionnaires multiple regression analysis and structure equation modeling analysis were carried out. The conclusion of this study found by the above processes is as follows: First, as a result of analyzing the effects of the principal’s leadership on the teacher efficacy and school organizational effectiveness, in the case that the principal’s leadership is different from the vice principal’s leadership, the principals’ leadership has s significant effect on the teacher efficacy and school organizational effectiveness. Second, in the case of vice principal’s leadership, both the task-oriented leadership and relations-oriented leadership of the vice principal have positive impacts on school organizational effectiveness. Third, as a result of analyzing the influences of teacher efficacy on school organizational effectiveness, teacher efficacy has higher effects on school organizational effectiveness compared to principal’s leadership and vice principal’s leadership. Also, in the relation among principal’s leadership, vice principal’s leadership, teacher efficacy and school organizational effectiveness, when teacher efficacy was mediated, the indirect effect significantly increased in all, and therefore due to the increased total effect, the mediating effect of teacher efficacy was confirmed.