學校長의 授業指導性이 學校風土와 敎師效能感에 미치는 影響 = (The)effect of teaching leadership of principal on school climate and teacher's efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the effect about teaching leadership of principal on school climate and teacher's efficacy.
The major contents of this study are as follows specifically.
Firstly, to analyze and verify the recognition difference of teachers for teaching leadership of principal by the variation like sex, academic career, school size and number of students.
Secondly, to analyze and verify the recognition difference of teachers for school climate by the variations like sex, academic career, school size and number of students.
Thirdly, to analyze and verify the recognition difference for teachers efficacy by the variation like sex, academic career, school size and number of students.
Fourthly, to analyze and verify the effect of teaching leadership of principal on school climate and teacher's efficacy.
For this study six hundred sixty one teachers of elementary schools across the south Chungcheong province were randomly sampled.
The questionnaire on teaching leadership of principal used in this study were composed of 5 items and the questionnaire on school climate used revised questionnaire of school climate (OCDQ-RE) developed by Hoy&Clover(1996).
This questionnaire consisted of six factors such as supporting behavior, directed behavior, limited behavior of principal and cooperative behavior, friendly behavior, non-harmonious behavior of teachers.
Collective efficacy of teachers based Goddard&Hoy(2000) study used instrument tool by Kin A-Young, Kim Min-Jung(2002).
This date of study were analysed as follows.
First, the variations difference like sex, academic career, school size, number of students for teaching leadership of principal was analysed by the descriptive statistics and one variations analysis. Also post-verification (Sheffe) was used to find out the specific difference among groups.
Second, the difference of school climate like sex. academic career school size, number of students was analysed by the descriptive statistics and one variation analysis.
Also post-verification(Sheffe) was used to find out the specific differences among groups.
Third, the difference of collective efficacy of teachers like sex, academic career school size, number of students was analyzed by the descriptive statistics and one variation analysis. Also post-verification(Sheffe) was used to find out the specific differences among groups.
Fourth, the effect of leadership variations of principal on school climate was analyzed by the descriptive statistics and t-verification.
Fifth, the effect of leadership variations of principal on collective efficacy of teachers was analyzed by the descriptive statistics and t-verification.
Sixth, direct and indirect effect of leadership variation of principal on school climate and collective efficacy of teachers was analyzed by the co-relative analysis, regression analysis and route analysis.
The results of study are as follows.
First, the recognition difference on teaching leadership of principal showed male teachers highly than female ones. The reason is that male teachers occupy more position of chief teacher than female ones and male teachers are charge in major business in school.
In educational career teachers over twenty years showed recognition difference highly owing to educational condition in south Choungcheong province.
In school size, teaching leadership of principal showed 11-20 of classes highly. Because school composed of 11-20 classes are considered a effective one to fulfill the teaching leadership of principal comparing to too large sized school or too small sized school. In numbers of students, classes composed of 11-20 students showed teaching leadership of principal highly.
Second, at the result of analysis for variations of school climate there is no meaningful difference in sex. In educational career, teachers over 20 years, in school size classes less than ten, in number of student 11-20 persons of class showed a meaningful difference highly.
In behavior analysis of principal, most of male teachers recognized principal's supportive role highly comparing to female ones.
Especially, teachers over 20 years educational career responded highly. In directive behavior of principal, teachers of 20 years of educational career responded highly.
In school size, supportive behavior of principal showed highly less than 10 classes and class of 11-20 students showed highly.
But limited behavior of principal showed highly in number of 21-30 students.
In behavior analysis of teachers, teacher's friendly behavior showed teachers over 20 years of educational career highly and cooperative behavior showed in class less than 10. Non- harmonious behavior of teachers showed in 11-20 sized classes and students over 31 highly.
The revised questionnaire of school climate developed by Hoy&Clover(1996) was used as a instrument tool but Cronbach ∂ coefficient showed 0.65 low.
And directive and non-harmonious behavior showed low reliability.
It showed that the position modulus of discrimination degree and curve of border characteristics through Multilog program applying the theory of item response diverge from -3 to 3 greatly.
This problem suggests that we use foreign data instead of developing our own school climate data. Accordingly we need to develop an instrument tool of school climate appropriate to our own situation.
Third, the corelation between teaching leadership variation of principals and collective efficacy of teachers showed 0.623 highly.
Also the corelation between leadership variation of principal and school climate showed 0.664 highly. It means that teaching leadership variation of principals influence to school climate and collective efficacy of teachers.
On the contrary it mean that school climate and collective efficacy of teachers influence to teaching leadership variation of principals.
Fourth, the result of regression analysis for the effect of teaching leadership variation of principal to collective efficacy of teacher showed 22.3% of collective efficacy of teacher. The results for effect of teaching leadership variation of principal to school climate showed that teacher's autonomy influence to openness of school culture of 29.6%.
Fifth, teaching leadership of principal influence to teacher's efficacy and school climate directly. Also, school climate influence to teacher's efficacy directly.
Sixth, teacher's recognition for teaching leadership of principal showed positive because principal run a school democratically and keep a supportive administration rather than direction or control.
From this conclusions, following suggestions were drawn.
First, principals have to possess knowledge, qualification and professionalism for teaching because teachers think highly of teaching leadership of principal.
Second, even though public subscription of principal are introduced, the most important criterion of choice should be principal's teaching professionalism.
Third, school climate and teacher's efficacy in small school showed recognition highly because too large sized school principal can't show leadership and space of control. Accordingly principal need to maintain a proper school size to accomplish a leadership.
Fourth, continuous study should be performed about principal's leadership, school climate and teacher's efficacy in every school.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 지도성의 개념 = 8
• 2. 지도성에 관한 이론 = 10
• 3. 학교장의 직무, 역할과 지도성 = 21
• 4. 학교풍토(School Climate) = 27
• 5. 교사효능감(teacher efficacy) = 36
• Ⅲ. 연구 방법 = 43
• 1. 연구의 모형 = 43
• 2. 연구대상 및 표집 = 44
• 3. 측정 도구 = 44
• 4. 자료분석 = 47
• Ⅳ. 결과 분석 = 48
• 1. 교장의 수업지도성에 대한 교사의 인식 = 48
• 2. 학교풍토에 대한 교사의 인식 = 49
• 3. 집단적 교사효능감에 대한 교사의 인식 = 55
• 4. 학교장의 수업지도성이 학교풍토와 교사효능감에 미치는 영향 = 56
• Ⅳ. 요약 및 결론 = 60
• 1. 요약 = 60
• 2. 결론 = 62
• 참고문헌 = 66
• Abstract = 75
• 부록 = 80

참고문헌 (Reference)

1. 인간관계론, 송대영, 한국방송통신대학교출판부, , 2007

2. 초등교육론, 정봉도, , 1999

3. 미국의 교장, 주삼환, , 2005

4. 학교경영 계획론, 정태범, 학교경영계획론, , 1998

5. 학교장 실무편람, 윤정일, , 2002

6. Principle of management, Terry, , 1982

7. Managerial effectiveness, Reddin, W. J, McGraw-Hill, , 1970

8. 원칙중심의 리더십, 김경섭, , 2001

9. 학교장과 학교 평가, 진동섭, 한국교육행정학회, 교육행정학연구. 19- 2호.PP231-235, , 2001

10. GroupGoalsandGroupPerformance, Weingart, Weldon, Group goals and group performance, , 1993

11. 학교효과 연구의 조망, 강태중, , 1995

12. 장학행정조직의 효율화, 강영삼, 한국교육행정학회, 교육행정학연구 제2권 1호, , 1984

13. Instructional leadership handbook, Keefe, , 1984

14. Management ofOrganizationalBehavior, Wagner, J.R.Hollenbeck, , 1992

15. Organizational Culture & Leadership, Schein, , 1985

16. The organization climate of schools, Halpin, Croft, , 1962

17. 21세기 교육의 큰 두개의 축, 우종옥, , 2001

18. A theory of leadership effectiveness, Fiedler, Fred Edward, McGraw-Hill, , 1967

19. 2000년 KEDI 학교종합평가 안내, 한국교육개발원, 한국교육개발원, , 2000

20. Personality and charismatic leadership, Howell, Personality and Charismatic Leadership, , 1992

21. Teacher efficacy:A constructvalidation, Gist,M.E, Teacher efficacy: A construct validation, , 1984

22. (역사적 전환시대의)한국교육, 주삼환, 동문사, , 2001

23. Group Effectiveness: What really matter?, Shea, Guzzo, , 1987

24. Motivational processes affecting learning, Dweck, , 1986

25. Teacher Commitment and Job Statisfaction:, Others, Anderman, , 1991

26. 지식정보화 사회의 교육과 행정, 주삼환, 학지사, , 2000

27. 학교와 교사: 이상과 실상의 대조, 허병기, 학교와 교사 : 이상과 실상의 대조, , 2000

28. Leadership and Performance Beyond Expectation, Bass,B.M., , 1985

29. 학교장의 교육지도성에 관한 연구, 곽진영, , 2001

30. A Path-Goal Theory of Leadership Effectiveness, House, , 1973

31. The micropolitics of instructional supervsion:, Blase, , 2002

32. 변혁적 지도성에 대한 비판적 고찰, 박선형, 한국교육행정학회, "교육행정학연구, , 2003

33. Elementary School Climate : A Revision of theOCDQ, Clover, Hoy, Elementary School Climate: A Revision of the OCDQ, , 1986

34. 21세기 학교경영혁신 신모델 개발 연구, 임연기(Youn-Kee Im), , 1999

35. Frames of mind: The theory of multiple intelligence, Gardner, , 1983

36. 효과적인 학교 학습풍토의 이론과실제, 김병성, 효과적인 학교학습풍토의 이론과 실제, , 1995

37. Item Response Theory: parameter Estimation Technique, Baker, , 1992

38. 미래의 학교지도자가 가져야 할 가치관, 박수연, 한국교육행정학회, 교육행정학연구.제19권 4호, , 2001

39. 미래지향적 교육공동체 : 그 지향과 과제, 허병기, , 2003

40. The pupilcontrolideology ofteachers in selected schools, Barfield, Burlingame, The pupil control ideology of teachers in selected schools, , 1974

41. 교사효능감 척도의 타당화를 위한 일 연구, 박관성, 이화여자대학교 교육대학원, 이화여자대학교 교육대학원 석사학위 논문, , 1998

42. The role of principal in fostering professional community, Scriber, Hager, Madrone, , 1999

43. Beyond Clinical Supervision : A Classroom Performance Model, Hoy, Forsyth, , 1987

44. 교장의 수업지도성에 관한 최근 연구와 시사, 이윤식, 한국교원교육학회, "한국교원교육연구, , 2002

45. 학교 경영환경 변화와 학교장의 리더십 연구, 유현숙, , 2000

46. Instrucional leadership: Concepts, issues, and controversies, Greenfield, "Instrucional leadership: Concepts, , 1987

47. Educational Adminstration: Theory, Research& practice(4th ed), Miskel, Hoy, "Educational Adminstration: Theory, , 1991

48. Teacherefficacy and the effectofcoaching onstudentachievement, Ross, Teacher efficacy and the effect of coaching on student achievement, , 1992

49. The Nature of Leader of Leadership : Human Factor in Management, Barnard, , 1964

50. Prospective teachers' sense of efficacy and.beliefs about control, Woolfolk, , 1990

51. 효과적인 학교를 결정하는 과정변인에 대한 연구, 정윤득, 한국지방교육경영학회, 미간행 박사학위논문.동아대학교, , 1999

52. 학교장의 지도성 유형과 학교조직풍토의 관계연구, 기노효, , 1999

53. 학교장의 수업지도성 행동에 대한 미시정치적 분석, 이낙종(Lee Nak-Jong), 한국교육행정학회, 교육행정학연구. 제23권 제11호. PP.113-118, , 2005

54. Causal attributions, self-efficacy cognitions, and coping with stress, Altmaier, Russell, Chwalisz, "Causal attributions, , 1992

55. 초등교사들의 교사효능감과 학교조직풍토와의 관계, 김민정, 김아영, 한국교육심리학회, 교육심리연구 제16권 제3호, , 2002

56. Management of Organizational Behavior :Utilizing Human Resource 4th ed, Hersey, Blanchard., , 1982

57. Measurement of teachers' beliefs in their control over student outcome, Rose, Medway, , 1981

58. Making a difference : teachers' sense of efficacy and student achievement, Ashton, Patricia T, Longman, Making a difference: Teachers' sense of efficacy and student achievement, , 1986

59. ?Personal Factors Associated with Leadership : A Survey of the Literature?, Stodill, , 1948

60. 학교장의 수업지도성 행위가 학교효과성에 미치는 영향, 노민구, , 1994

61. From Transactional to Transformational Leadership:Learning to Share the Vision, Bass,B.M., From transactional to transformational leadership : Learning to share the vision, , 1990

62. Calculation, Values, and Identities: The sources of collectiveistic work motivation, Shamir, "Calculation, , 1990

63. Transactional and TransformationalLeadership: A Constructive/Developmental Analysis, Kuhnert, P.Lewis, Transactional and Transformational Leadership: A Constructive/Developmental Analysis, , 1987

64. Biography and The Assessment of Transformational Leadership at The World-Class Level, Bass, Goodheim, , 1987

65. Collective teacher efficacy: Its meaning, measure, and Impact on student achievement, Woolfolk Hoy, Goddard, Hoy, "Collective teacher efficacy: Its meaning, , 2000

66. Acentury's quest to understand school leadership. In. J. Murphy and K.S. Louis. (Eds.), Leithwood, , 1999

67. Transformational leadership: Aresponse to critics. In M.M. Chemers and R. Ayman (Eds.), Bass, Avolio, , 1993

68. 학교장의 변화지향적 지도성과 조직문화 및 조직효과성과의 관계, 문용주, 원광대학교 대학원, 원광대학교 교육학 박사학위 논문, , 2004

69. Relationshipsbetween four teacher efficacy belief patterns and selected teachercharacteristics, Parkay, Olejnik, Greenwood, , 1990

70. Teacher efficacy, power, school climate and achievement: A desegregation district's experience, Moore, Esselman, "Teacher efficacy, , 1992

71. The impact of an inservice to promote cooperative learning on the stability of teacher efficacy, Ross, , 1994

72. 교사가 지각한 학교조직문화가 교사효능감 및 학교조직몰입에 미치는 영향, 정우영(Woo-Young Jung), 한국교육행정학회, 교육행정학연구. 제23권 2호. pp 77-78, , 2005

73. The Evolving Role of American Principal: From Managerial to Instructional to Transformational Leaders, Hallinger, , 1992

74. Identification of instructional leadership behavior and impact of their implication on academic achievement, Larsen, , 1987

75. A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving, Glickman, Tamashiro, "A comparison of first-year, , 1982

76. A theoretical and empirical analysis of the measurement of collective efficacy: The developement of a short form, Goddard, , 2002

77. 중학교 교장의 지도성과 교사의 직무만족도가 교사의 직무성과에 미치는 영향에 관한 연구, 이원주, 중학교 교장의 지도성과 교사의 직무 만족도가 교사의 직무성과에 미치는 영향에 관한 연구, , 1982

78. Effects of feedback sign group goal setting strategies, and performance: An empirical examination of some control theory hypothesis, Mesch, Podsakoff, "Effects of feedback sign group goal setting strategies, , 1989

79. A study of the effects of teacher efficacy on the academic achievement of third-grade students in selected elementary schools in South Carolina, Watson, , 1991

80. An investigation of the influence on and the relationship between principle leadership style, school climate, and school and teacher variable in secondary schools of Halifax Country-Bedford District School Board, Withrow, "An investigation of the influence on and the relationship between principle leadership style, , 1993

81. Extended Summary and Conclusion: Institutional and Organizational Arrangements and Processes for Improving Achievement at Inner-city Elementary Schools, Kansas City: Center for the Study of Metropolitan Problems in Education, Stark, Levine, "Extended Summary and Conclusion: Institutional and Organizational Arrangements and Processes for Improving Achievement at Inner-city Elementary Schools, , 1981