교사 리더십에 관한 중등교사의 인식 분석 = Teachers' perceptions of teacher leadership in a secondary school

국문 초록 (Abstract)

본 연구는 서울과 경기지역에 근무하는 430명의 중등교사를 대상으로 교사 리더십에 관한 인식을 조사했다. Katzenmeyer와 Moller(2009)가 개발한 “교사 리더십에 관한 학교실태 조사 질문지(TLSS)”를 연구 도구로 사용했다. 연구결과, 교사는 교사 리더십을 구성하는 7개의 요인 중 인정감을 가장 높게 인식한 반면, 긍정적 환경을 가장 낮게 인식했다. 인정감, 전문성 개발, 자율성, 동료 간 협조관계 요인 순으로 전체 평균(3.45)을 상회하여 높은 인식도를 나타냈으나 의사결정의 참여, 개방적 의사소통, 긍정적 환경 요인 순으로 평균 이하의 낮은 인식도를 나타냈다. 하지만 전문성 개발은 주로 교사의 개인적 수준에서 이루어지고, 자율성은 교실에 한정되었으며, 동료 간 협조관계는 단순한 자료 공유에 그치는 경향이 있어서 상대적으로 높은 인식도를 나타냈다고 해서 실제적인 의미를 찾기는 어려웠다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate teachers’ perceptions of teacher leadership. Participants were 430 teachers working for secondary schools during the 2010 academic year in Seoul and Gyeonggi-do, Korea. The Teacher Leadership School Survey (TLSS) developed by Katzenmeyer and Moller (2009) was used to collect datawhich were analyzed for frequency, standard deviation, and range. Results suggest that teachers did not see much potential for introducing and developing a teacher leadership ethos in Korean schools at the time.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 교사 리더십의 발달 배경
• 2. 교사 리더십의 개념
• 3. 교사 리더십의 조성 요인
• Ⅲ. 연구 방법
• 1. 연구 대상
• 2. 연구 도구
• 3. 자료 수집 절차
• 4. 자료 처리
• Ⅳ. 연구결과 및 해석
• 1. 교사 리더십의 구성 요인에 관한 전체적인 인식 경향
• 2. 교사 리더십의 구성 요인별 인식 경향
• Ⅴ. 결론
• 1. 요약
• 2. 논의
• 3. 제언
• 참고문헌
• Abstract

참고문헌 (Reference)

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