학교장의 감성리더십, 학교조직문화, 학교경영만족도의 관계 = The Relations among School Principal’s Emotional Leadership, School Organizational Culture and Satisfaction with School Management

다국어 초록 (Multilingual Abstract)

This study was conducted in order to analyze the relations among school principal’s emotional leadership, school organizational culture, and satisfaction with school management in school organizations, and for this purpose, we sampled 600 parents and 600 teachers from elementary schools in Gyeongsangnam&#8208;do and surveyed them using a questionnaire. The reliability and validity of the questionnaire was tested through Cronbach's α and exploratory factor analysis using the SPSSWIN 17.0 program. Differences in the factors were examined through t&#8208;test, F&#8208;test, and Scheff&eacute; test (p<.05), and correlations among the factors were determined through Pearson’s moment correlation analysis. The factors’ mutual effect relations were analyzed through multiple regression analysis, and the goodness&#8208;of&#8208;fit of the formulated research model was tested through covariance structure analysis using the AMOS 6.0 program.

Conclusions drawn from this study are summarized as follows.

First, principal’s emotional leadership, school organizational culture, and satisfaction with school management were perceived relatively more highly by teachers and parents of schools with 18 classes or fewer, and teachers and parents of schools in counties. This shows the strengths of small&#8208;size schools in counties, and therefore, the government needs to promote such strengths actively. Nevertheless, national policies are being promoted to merge and close small&#8208;size schools in rural and fishing villages based on economic logic. The government must deliberate on whether it is right to give priority to economic profit/loss in deciding investment for our future.

Second, school principal’s emotional leadership was found to play a crucial role in enhancing satisfaction with school management. For school management satisfying all of the three major parties of education, namely, students, parents and teachers, we need school principals full of emotional management mind. For this, the Ministry of Education, Science and Technology should introduce a system to test competence in emotional leadership when selecting and educating school principals. In addition, various programs should be developed and improved to enhance school principals’ emotional leadership through job training.

Third, school principal’s emotional leadership had an important effect on individual schools’ organizational culture, and school organizational culture was found to be a mediating factor that increases satisfaction with school management. The importance of school organizational culture was recognized more highly by parents than by teachers. Thus, in order to maintain and promote powerful school organizational culture, municipal and provincial offices of education needs to make active plans. What is more, it is recommended to avoid the frequent transference of school principals, to involve school principals and teachers in the school council, to extend the tenure of school principals in the same school based on the results of assessing satisfaction with school management, to expand management based on the results of assessing satisfaction with school management, to designate and operate research or model schools in relevant areas, etc.

Fourth, among the sub&#8208;factors of school principal’s emotional leadership, those perceived particularly important by teachers were personnel management of teachers and the operation of facilities and budgets, and those perceived important by parents were the reliability of school operation. Accordingly, individual schools’ principals should attain internal reliability through thorough self&#8208;management in the fairness of personnel management and the transparency of budget execution in response to external temptations or pressures. For parents as well, the school should be operated in a way of promoting familial tie and affection so that all of them may share the culture of school organization, and the utmost efforts should be made to heighten the reputation and self&#8208;esteem of school and to develop a distinguished school in specific areas.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 7
• 1. 학교장의 감성리더십 7
• 2. 학교 조직문화 15
• 3. 학교경영만족도 29
• 4. 연구 변인간의 관계 35
• 5. 연구모형 정립 39
• Ⅲ. 연구 방법 41
• 1. 연구의 대상 및 표집 방법 41
• 2. 측정도구 42
• 3. 자료 처리 50
• Ⅳ. 연구의 결과 51
• 1. 감성리더십, 조직문화, 경영만족도에 대한 인식 51
• 2. 감성리더십, 조직문화, 경영만족도 간의 관계 63
• 3. 감성리더십과 조직문화가 학교경영만족도에 미치는 영향 67
• 4. 연구모형의 적합도 검증 76
• Ⅴ. 논의 83
• 1. 감성리더십, 조직문화, 학교경영만족도 인식 83
• 2. 감성리더십&#8228;조직문화&#8228;학교경영만족도 간의 관계 85
• 3. 감성리더십과 조직문화가 학교경영만족도에 미치는 영향 87
• 4. 감성리더십&#8228;조직문화&#8228;경영만족도 간의 인과관계 90
• Ⅵ. 결론 및 제언 93
• 1. 요약 및 결론 93
• 2. 제언 95
• 참 고 문 헌 97
• ABSTRACT 103
• 부록1 : 설문지(교사용) 107
• 부록2 : 설문지(학부모용) 111

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