學校長의 指導性 類型과 職務스트레스의 關係에 관한 硏究 = A Study on the Relationship between School Principals’ Leadership Styles and Teachers’s Job-related Stress

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the relationship between school principals' leadership styles, teacher orientation, task orientation, and bureaucratic orientation, and the teachers' job-related stress. Also, it is hoped that essential data, which can be helpful on the management of organization for achieving educational goals at school settings will be obtained.
Participants were 500 elementary and secondary teachers in Jeolabukdo. After excluding the 150 teachers who did not respond or responded incompletely, there were a total of 350 final participants.
Two scales were used in this study. The first scale used was the Principal's Leadership Behavior Description Questionnaire(PLBDQ) developed by Jong-Hee Noh. The other scale was the Job-Related Stress Scale developed by Yeong-Gil Lee, which considers specific characteristics of the school-organization based on the Ivanevich and Matteson's Scale.
The collected data were analyzed through the SPSS program. A factor analysis was used to test the validity and the Cronbach α was computed for the reliability. Persons product-moment correlation coefficients were produced and a multiple regression analysis was applied to identify the relationships between sub-factors of school principal's leadership style and sub-factors of job-related stress.
First, on the correlations among sub-factors of leadership style and sub-factors of job-related stress, human-orientation sub-factor of leadership style showed meaningful negative correlations with individual level factor, then with group level factor, and next with organization level factor in sequence.
Task-orientation sub factor showed a negative correlation with individual level factor, group level factor, outer organization level factor, and organization level factor, with individual level factor showing the highest correlation and group level factor the next and so forth. Therefore, it can be said that teachers feel less stress when more task-orientation is related.
Bureaucratic orientation revealed a positive correlation with individual level factor, group level factor, outer organization factor, and organization factor, with individual level factor having the highest correlation and so forth. In other words, the teachers feel more stress in bureaucratic oriented environments.
Second, on the effect of leadership styles on job-related stress, the variance, which explains the individual level of job-related stress on sub factors of leadership styles, was 44.5% and it was statistically meaningful at the level of 0.1%.
The variance that explains the group level of job-related stress on sub factors of leadership styles was 11.1% and it was also statistically meaningful at the level of 0.1%.
The variance that explains outer organization level of job-related stress on sub factors of leadership styles was 6.1% and it was also statistically meaningful at the level of 0.5%.
Based on these results, it can be concluded that the teachers feel less stress under human-oriented leadership, task-oriented leadership, and then bureaucratic oriented environments in order. Therefore, the principals should try to lessen the teachers stress by showing they care and also working according to schedules, which are time-efficient. The principals should try to show their humanity and gain respect and trust from the teachers. The results also show that the individual level is the highest relating factor with human-orientation, task-orientation, and then bureaucratic orientation in order. Therefore, the principal should seek an efficient school management system considering the individual level factors such as, confrontation with ones supervisor, guarantee of autonomy, irrational attitude, self-righteous attitude, insufficiency of proper compensation, and others in consideration.

목차 (Table of Contents)

• 〈目次〉
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구의 결과 및 해석
• 참고문헌
• ABSTRACT