학교장의 감성리더십이 교사의 직무만족에 미치는 영향

다국어 초록 (Multilingual Abstract)

The study inquired into the effect of a school principal's emotional leadership on teachers' job satisfaction and its relative influences by variables. The findings are as follows. Firstly, the research compared differences in perception of the effect of a principal's emotional leadership on teachers' job satisfaction. As a result, teachers, generally male teachers revealed more positive attitudes toward the variables related to a principal's emotional leadership and teachers' job satisfaction than female teachers; middle school teachers more than high school teachers; non-homeroom teachers more than homeroom teachers; teachers with longer career more than ones with a short-term career; and teachers with special posts more than plain teachers. Secondly, the correlation analysis disclosed a positive correlation of 0.49-0.98 between a principal's emotional leadership and teachers' job satisfaction, which indicates they are directly connected with each other. Furthermore, the multiple regression analysis, which paid due regard to a principal's emotional leadership and levels of teachers' job satisfaction, clarified that a principal's emotional leadership has a statistically significant positive influence on teachers' job satisfaction as a whole. Furthermore, the analysis verified that social abilities, such as society cognition ability and relationship management ability, act as crucial elements in determining teachers' job satisfaction. The study has great significance in that it illustrated a relation between a school principal's emotional leadership and teachers' job satisfaction within middle schools and high schools, while previous researches have mainly targeted elementary schools or private companies. The study projects viewpoints to consider for the enhancement of teachers' job satisfaction. A school principal's emotional leadership largely has a positive effect on teachers' job satisfaction, especially more on social ability than on self-managing ability. Consequently, school principals should cultivate relationship management ability to foster a win-win situation for both sides, form a genuine partnership with co-teachers, and build up a deep affinity by sharing information, instead of displaying their own executive ability. They should also cultivate social cognition ability to accommodate the views of teachers and value diversity without bias. Above all, a principal's relationship management ability plays the most important role in improving teachers' job satisfaction. The study, however, requires follow-up researches which investigate multidimensional causal relationships through strict interpretation and advanced statistical analysis(route analysis or structural equation) to address the shortcoming of small-N. It also needs to overcome the fundamental limitation of quantitative research through qualitative research such as case studies by analytical research or interviews, and so on.

목차 (Table of Contents)

• 제 1 장 서론
• 제1절 문제제기 및 연구목적
• 제2절 연구의 범위 및 방법
• 제 2 장 감성리더십과 직무만족도에 관한 이론적 배경
• 제1절 학교장과 감성리더십에 대한 이론적 논의
• 제2절 직무만족에 대한 이론적 논의
• 제3절 선행연구에 대한 비판적 고찰
• 제 3 장 조사설계
• 제1절 자료의 수집 및 변수의 측정방법
• 제2절 가설의 설정과 분석모형
• 제3절 가설의 검증방법
• 제 4 장 실증분석 결과 및 해석
• 제1절 표본 현황
• 제2절 각 측정문항에 대한 빈도분석
• 제3절 측정항목의 타당성과 신뢰도 분석
• 제4절 인적 특성에 따른 단순평균 비교분석
• 제5절 상관분석 및 다중회귀분석
• 제6절 실증분석 결과 요약
• 제 5 장 결론
• 제1절 요약 및 시사점
• 제2절 연구의 한계
• 참고문헌
• 1. 국내 문헌
• 1) 단행본
• 2) 학위논문
• 3) 학술논문
• 2. 국외 문헌
• 부록 : 설문지
• Abstract