학교장의 변혁적·거래적 지도성이 조직공정성과 학교장 신뢰에 따라 조직효과성에 미치는 영향 = The Effects of Principal‘s Transformational and Transactional Leadership on Organizational Effectiveness with Mediating Effects of Organizational Justice and Trust in Principal

다국어 초록 (Multilingual Abstract)

School organizational effectiveness have been studied as an important topic in educational research. Studies of organizational effectiveness in school organizations and its related theories have offered a lot of suggestions and discussions.
Trust and organizational justice are ones of the significant variables that not only encourage the members of organizations, but also improve the considerable results of organizations. Until now studies on these were mainly done on private companies and public organizations. So, in this study organizational justice and trust are introduced to explore the social-psychological context in school organizations. In fact, little research has been done yet for the effects of these variables which interact between the principal leadership and the organization effectiveness.
The purpose of this study is to analyze the casual relations among principal‘s transformational and transactional leadership, organizational justice, teacher's trust in principal and school organizational effectiveness through using structural equation model. Specifically, the research questions of this study are as follows:
First, what are the levels of principal's transformational and transactional leadership, organizational justice, teacher's trust in principal and organizational effectiveness perceived by teachers?
Second, what are the correlations among principal's transformational and transactional leadership, organizational justice, teacher's trust in principal and organizational effectiveness perceived by teachers?
Finally, what are the causal effects among principal's transformational and transactional leadership, organizational justice, teacher's trust in principal and organizational effectiveness perceived by teachers?
In order to answer these questions, based on precedent studies about organizational justice and trust, this study explored the importance of these in school organizations and found organizational justice consisted of distributive justice, procedural justice and interactional justice, and teacher's trust in principal, ability, integrity, benevolence and consistency.
And researcher sampled 300 middle school teachers and 270 high school teachers. The number of questionnaires used for the final analysis was 256 at middle schools and 228 at high schools. The collected data were analysed. The statistical methods for data processing were reliability analysis, confirmatory factor analysis, descriptive analysis, Pearson's simple correlation and covariance structural analysis with SPSS win 12 and AMOS 7.0 Program.
The results on this empirical study are summarized as follows:
First, teachers showed an average level of perceived transformational and transactional leadership, organizational justice, trust and organizational effectiveness, and teachers showed higher perceived transformational leadership compared to transactional leadership. Teachers rated organizational effectiveness followed by teacher's trust in principal and organizational justice. Distributive justice was perceived lower than any other variables. The analysis of teachers's recognition of transformational leadership and transactional leadership depending on background variables, has shown that there are statistical-meaningful differences by teaching experience. In the analysis of teachers's recognition of organizational justice, trust and organizational effectiveness depending on background variables, the results has shown that there are statistical-meaningful differences by gender, teaching experience and position.
Second, there were significant correlations among principal's transformational and transactional leadership, organizational justice, teacher's trust in principal and school organizational effectiveness. There are strongly positive correlations between transformational leadership and organizational justice, between transformational leadership and teacher's trust in principal, and between transformational leadership and organizational effectiveness. And there are highly positive correlations between organizational justice and organizational effectiveness, and between teacher's trust in principal and organizational effectiveness. But There are weakly positive correlations between transactional leadership and organizational justice, and between transactional leadership and teacher's trust in principal. Also, the correlation between transactional leadership and organizational effectiveness was significantly positive but very weak. As a whole, the correlations between transformational leadership and other variables was higher compared to ones between transactional leadership and other variables.
Finally, a covariance structural analysis was conducted to verify causal relations among research variables. The research analyzed the goodness of fit of the causal model as finally selected, and found that main fit indices, such as GFI, AGFI, RMR, NNFI, and CFI, evaluating the overall fit of the models came out higher than recommended levels. Thus the model were considered acceptable.
The principal's transformational leadership had strongly positive effect on organizational justice and teacher's trust in principal, and positively good effect on school organizational effectiveness. The principal's transactional leadership had positively good influence on organizational justice, and lowly positive influence on organizational effectiveness. But The principal's transactional leadership hadn't influence on teacher's trust in principal. The organizational justice and teacher's trust in principal had positively good influence on organizational effectiveness. And the organizational justice and teacher's trust in principal mediated effect between the principal‘s transformational leadership and organizational effectiveness. The organizational justice mediated effect between principal's transactional leadership and organizational effectiveness but this indirect effect is very weak, and trust in principal didn't mediated effect. The total causal effects of the principal's transformational leadership on organizational effectiveness are far higher compared to ones of the principal's transactional leadership, respectively with mediated effects of organizational justice and trust in principal.
Based on the findings of this study, some suggestions are made as follows:
First, considering teachers's recognition of transformational and transactional leadership, organizational justice, teacher's trust in principal and organizational effectiveness depending on background variables, The principal should make more efforts to participate with schoolmistresses and teachers who have a little teaching experience, in school management.
Second, principal's transformational and transactional leadership, organizational justice, teacher's trust in principal and organizational effectiveness show a mutual correlation among these research variables. The correlations between transformational leadership and other variables was higher than transactional leadership. Accordingly, principals should realize the importance of leadership behavior.
Finally, principal's transformational and transactional leadership is an important variable to explain organizational justice, teacher's trust in principal and organizational effectiveness. Also, organizational justice and teacher's trust in principal are important variables to explain organizational effectiveness. Principal's transformational leadership has direct and indirect effect on organizational effectiveness through organizational justice and teacher's trust in principal. Therefore, in order to increase organizational justice and organizational effectiveness, and build trust between teachers and principals, principals should make efforts to show transformational leadership to teachers.

목차 (Table of Contents)

• 표목차 ⅲ
• 그림목차 ⅴ
• ABSTRACT ⅵ
• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 5
• 3. 연구의 제한점 6
• Ⅱ. 이론적 배경 8
• 1. 학교장의 변혁적 지도성과 거래적 지도성 8
• 2. 조직공정성 25
• 3. 학교장 신뢰 40
• 4. 조직효과성 53
• 5. 선행연구의 분석 66
• Ⅲ. 연구 방법 79
• 1. 연구대상 79
• 2. 연구도구 80
• 3. 연구모형 99
• 4. 연구의 분석방법 101
• Ⅳ. 연구 결과 105
• 1. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성에 대한 교사의 지각 수준 105
• 2. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성의 관계 분석 112
• 3. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성의 연구모형 분석 118
• Ⅴ. 논 의 136
• 1. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성에 대한 교사의 지각 137
• 2. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성 간의 관계 141
• 3. 학교장의 변혁적거래적 지도성, 조직공정성, 학교장 신뢰, 조직효과성 간의 인과효과 144
• Ⅵ. 요약, 결론 및 제언 152
• 1. 요약 152
• 2. 결론 157
• 3. 제언 160
• 참고문헌 163
• 부록 179