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김은홍 경주대학교 리더십ㆍ창의력개발연구소 2006 創意力開發硏究 Vol.- No.9
This study found that the leadership style of Gyeongju University students is closer to transactional leadership than transformational. More specifically, they relatively lack critical capabilities of transformational leadership such as charisma and intellectual stimulating capabilities. However, in the current "knowledge economy", due to its complexity and rapid change, transformational leadership is a preferred form of leadership. Transformational leadership is known to effectively improve followers' adaptability to an ever-changing environment by encouraging them to achieve higher performance than what was expected. The above finding also suggests that it is necessary to fundamentally change Gyeongju University's current leadership education program.
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김은홍 경주대학교 리더십ㆍ창의력개발연구소 2006 創意力開發硏究 Vol.- No.9
This study found that idealized influence (or charisma) and intellectual stimulations among the sub-dimensions of transformational leadership have relatively high correlation with leadership skills such as learning, self-awareness, and decision-making skills. This finding suggests that a leadership education model with its emphasis on the three skills can effectively improve the transformational leadership capabilities, known to be relatively deficient among Gyeongju University student
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전제상 경주대학교 리더십ㆍ창의력개발연구소 2006 創意力開發硏究 Vol.- No.9
The purpose of this study aims to propose policy suggestions for the development of an alternative teacher evaluation system in Korea. The study has tried to analyze new teacher evaluation system and support programs for leadership-deficient teachers in Japan. To achieve this purpose, the researcher tried to analyze the history of teacher evaluation system followed by the analysis of the newly introduced teacher evaluation system including the background and the contents of support system for the leadership-deficient teachers. As a result, along with the support system, the types and the evaluation criteria for the leadership-deficient teachers were presented. In conclusion, the author critically suggests that the Korean Ministry of Education and Human Resources should undertake an extensive research on the present conditions related to the leadership-deficient teachers and establish valid legal justifications, and introduce alternatives teacher evaluation system for professional development needed to enhance the quality of the teachers.
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인간관계 훈련 프로그램이 대학생의 자아개념과 사회성에 미치는 효과
김지숙 경주대학교 리더십ㆍ창의력개발연구소 2006 創意力開發硏究 Vol.- No.9
The purpose of this study was to investigate the effects of human relation training program on self-concept and sociality of university students. The subjects of the study were consisted of university students in Daegu Y university. They were randomly assigned to the human relation training group(n=15), and control group(n=15). Before group program, both of self-concept test and sociality test were done on both training group and control group, and same test was done on both groups on finishing day of this group program. Training group had total eight session of human relation training program once a week each 110 minutes. But, no training was done on control group. The results of this study are as follows: human relation training program increased the level of self-concept and sociality in the human relation group counsel program. control group which no treatment during the period decreased the level of self-concept and increased the level of sociality. Therefore, I suggest that human relation raining program is effective positively on university students for their self-concept and sociality.
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분노조절훈련프로그램이 청소년의 공격성과 학교생활적응에 미치는 효과
안자은 경주대학교 리더십ㆍ창의력개발연구소 2006 創意力開發硏究 Vol.- No.9
The purpose of the this study was to examine the effect of anger control program on aggression and school adjustment. The subject for this study were 24 female middle school student who had the highest score on an anger questionnaire and nominated by their teacher. They were randomly assigned to the training (n=12) and control group(n=12). Before the Anger Control Program enforced, the two group were not different in aggression and School Adjustment scores. The subject in training group participated eight times in training sessions for 8weeks. each session lasted for 50 minutes. The aggression and school adjustment test were applied to - pre and post - treatment. The data were analysed by SAS.
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