중ㆍ고등학생이 지각한 담임교사의 지도성 유형과 학급풍토 사이의 관계 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study were to investigate the relationships between the classroom teachers' leadership styles and the classroom climates based on the perceptions of secondary school students in the western Gyeongsang-Namdo Province, and to find out the effect of classroom climates formation by the classroom teachers' leadership styles in secondary school. In order to achieve the above purpose, five research questions were raised:
First, are there any meaningful differences in the students' perception on the classroom teachers' leadership styles according to the demographic variables (teachers' gender, teachers' marriage, teachers' age, students' school level, students' gender, the number of students in a class) of teachers and students?
Second, are there any meaningful differences in the students' perception on the classroom climates according to the demographic variables of teachers and students?
Third, are there any meaningful differences in classroom climates according to the classroom teachers' leadership styles?
Fourth, what are the relationships between the classroom teachers' leadership styles and the classroom climates?
Fifth, what influences do the classroom teachers' leadership styles have on the classroom climates?
The subjects of this study were 530 students who were randomly selected among secondary school students in the western Gyeongsang-Namdo Province. The questionnaire was composed of two parts: the first part was composed of 30 questions about the leadership styles of the classroom teachers, the second part was composed of 24 questions about the classroom climates. The data of research were processed by using SPSS 12.0 and t test, F test, correlation analysis, and regression analysis were carried out.
The results of this study through the above process were as follows:
First, it was perceived that male teachers showed task-oriented and relation-oriented leadership styles more strongly than female ones, and single teachers showed task-oriented leadership styles more strongly than married ones.
Second, students perceived that male teachers showed the democratic and discipline behaviors more strongly than female ones, and senior teachers showed the democratic behaviors more strongly than junior ones. In addition, it was perceived that high school students showed the voluntary behaviors more strongly than middle school students.
Third, the students who perceived the task-oriented leadership styles strongly showed the discipline behaviors of teachers and the following behaviors of students. It appeared that the students who perceived the relation-oriented leadership styles strongly showed the democratic behaviors of teachers and the voluntary behaviors of students.
Fourth, task-oriented leadership styles had meaningful positive correlations with the discipline behaviors of teachers. Relation-oriented leadership styles had meaningful positive correlations with the democratic behaviors of teachers and the voluntary behaviors of students. These results suggest that classroom teachers need to show task-oriented and relation-oriented leadership styles properly.
Fifth, relation-oriented leadership styles of teachers had positive effects on the democratic behaviors of teachers and the voluntary behaviors of students among classroom climates. Task-oriented leadership styles of teachers had positive effects on the discipline behaviors of teachers and the following behaviors of students among classroom climates.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 및 문제 2
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 4
• 1. 지도성 4
• 2. 학급풍토 11
• 3. 선행연구 분석 15
• Ⅲ. 연구 방법 18
• 1. 연구대상 18
• 2. 조사도구 18
• 3. 자료처리 21
• 4. 연구의 제한점 21
• Ⅳ. 연구 결과 22
• 1. 담임교사의 지도성에 대한 학생의 지각 22
• 2. 학급풍토에 대한 학생의 지각 25
• 3. 담임교사의 지도성 유형에 따른 학급풍토의 차이 30
• 4. 담임교사의 지도성과 학급풍토간의 관련성 32
• 5. 담임교사의 지도성이 학급풍토에 미치는 영향 33
• Ⅴ. 요약 및 결론 36
• 1. 요약 36
• 2. 결론 37
• 참고문헌 40
• 부록 설문지 42