學校長의 感性리더십과 學校組織 文化가 學校組織力量에 미치는 影響 = (The) effects of school principals' emotional leadership and school organizational culture on school organizational competency

다국어 초록 (Multilingual Abstract)

This study intends to conduct research on empirical analysis of effects of school principal's emotional leadership and school organizational culture on school organizational competency.
The research questions were posed as follows:
1. What were the differences in school principals' emotional leadership, school organizational culture, school organizational competency according to teacher󰡑personal background(gender, marital status, presence or absence of child) and social background(position, educational background)?
2. What were the differences in school principals' emotional leadership, school organizational culture, school organizational competency according to school principals' characteristics (gender, supervisor career), school characteristics (type of establishment), school organizational characteristics(the average age and rate of woman teacher)?
3. What are the effects of School principals' emotional leadership and school organizational culture on School organizational competency?
For this purpose, a total of 66 schools were selected, six of which belonged to each of the 11 local educational agencies located in Seoul. Ninety teachers were sampled in private elementary schools and 900 teachers were sampled in the public elementary school system. The questionnaire research was conducted for a total of 990 teachers. A total of 890 questionnaire comprising of 70 from the private elementary school teachers, and 820 from the public elementary school teachers were statistically processed using the SPSS Win 14.0 program for descriptive analysis, reliability analysis, factor analysis, t-test, ANOVA, and correlation analysis.
The followings are the results of study.
Firstly, it was found that there was no difference in school principals' emotional leadership, school organizational culture and school organizational competency according to teachers' gender. However, married teachers perceived higher level of school principals' emotional leadership, school organizational culture and school organizational competency than unmarried teachers in terms of marital status. It was also found that teachers with children had a higher level of school principals' emotional leadership, school organizational culture and school organizational competency than teachers with no children. It was also found that the head teachers of a department had a higher level of school principals' emotional leadership, school organizational culture and school organizational competency than other teachers. Moreover, teachers with an advanced degree had a higher school organizational culture and cultural factors.
Secondly, it was found that schoolmasters had a higher level of school principals' emotional leadership, school organizational competency than schoolmistress. Additionally, school principals with supervisory experience had a higher level of school principals' emotional leadership than school principals with no supervisory experience. The private elementary school principals had higher level of school principals' emotional leadership than public elementary school principals, and teachers over an average age of 40 had a higher level of school organizational culture and school organizational competency than teachers under an average age of 40. In addition, female teachers over 84% had higher level of school organizational culture and school organizational competency than female teachers under 84%.
Thirdly, it was found that there were significant correlations between school principals' emotional leadership, school organizational culture and school organizational competency. The effect of school organizational culture is higher on school organizational competency than the effect of school principals' emotional leadership. School organizational culture also effects social competence, personal competence, rational culture, innovative culture, and hierarchical culture. Especially the innovative culture had the most effect on school organizational competency, whereas the hierarchical culture has the least effect on school organizational competency.
Based on the findings above, the following conclusions could be drawn:
First, there are differences in school principals' emotional leadership, school organizational culture, school organizational competency according to teacher󰡑personal background(marital status, presence or absence of child), social background(position). Therefore school principals need to take a lead on emotional leadership depend on the teachers' personal and social background.
Second, schoolmistress, school principals with no supervisory experience and public elementary school principals have a lower level of school principals' emotional leadership and school organizational competency than schoolmaster, school principals with supervisory experiences and private elementary school principals. Therefore the latter need training programs for emotional leadership and school organizational competency. Moreover, the female teachers over 84% had higher level of group culture and innovative culture than female teachers under 84%. Therefore school principals should control weak points of group culture and innovative culture. Also, school principals need to take the lead to good point of group culture and innovative culture.
Third, the effect of school organizational culture is higher on school organizational competency than the effect of school principals' emotional leadership. Therefore, it is imperative for the school principals to applicate effective school organizational culture. The school principals' emotional leadership's factor and personal competence had higher school organizational culture than social competence. It also indicates that the school principals need to maintain personal competence. Innovative culture had the most effect on school organizational competency. While hierarchical culture had the least effect on school organizational competency. Therefore, school principals need to provide school personnel's communication and introduce of new system by improving process of approval, school principals which could minimize hierarchical culture's week point.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적과 문제 = 5
• C. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• A. 감성리더십 = 7
• B. 학교조직 문화 = 28
• C. 학교조직 역량 = 42
• D. 감성리더십, 학교조직문화, 학교조직 역량과의 관계 = 57
• E. 연구 모형 = 67
• Ⅲ. 연구의 방법 = 70
• A. 연구의 대상 = 70
• B. 연구의 도구 = 74
• C. 연구의 절차 = 85
• D. 자료의 처리 = 86
• Ⅵ. 결과의 해석 및 논의 = 87
• A. 결과의 해석 = 87
• B. 논의 = 144
• Ⅴ. 요약 및 결론 = 153
• A. 요약 = 153
• B. 결론 = 156
• C. 제언 = 157
• 참고 문헌 = 158
• ABSTRACT = 170
• 부 록 = 176