담임교사의 지도성이 고등학교 학생의 학습태도에 미치는 영향 = The influence of homeroom teacher's leadership on high school students' learning attitude.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relationship between homeroom teacher leadership style perceived by high schoolers and their learning attitude in consideration of the background variables of them and of homeroom teachers in an attempt to assist teachers to have an ideal leadership appropriate for classroom management and offer successful guidance.
Five research questions were posed:
1. Do the background variables of students make any differences to homeroom teacher leadership?
2. Do the background variables of homeroom teachers make any difference to their own leadership?
3. Do the background variables of students make any differences to their learning attitude?
4. Do the background variables of homeroom teachers make any differences to student learning attitude?
5. Does the leadership style of homeroom teachers make any differences to student learning attitude?
To build the theoretical foundation for the study, relevant literature and earlier studies were reviewed. The subjects in this study were 500 students who were selected by random sampling from 10 academic high schools in the city of Ulsan. After a survey was conducted, the answer sheets from 469 students(response rate 93.8%) were analyzed to verify the hypotheses formulated in this study.
SPSS Win Ver. 14.0 program was employed to test the reliability (Cronbach alpha coefficient) of the collected data. Statistical data on frequency and percentage were obtained, and Chi-square(x2)-test, t-test and F-test were utilized. Besides, Scheffe test was conducted to make a post-hoc analysis of the results of F-test at the p<.05 level of significance.
The findings of the study about the influence of homeroom teacher leadership on high schooler learning attitude were as follows:
First, the leadership style of the homeroom teachers of the students investigated was different according to the background variables of the students, including the type of school foundation, academic year and gender.
Second, there was no significant intergroup gap among the leadership styles of the homeroom teachers according to their background variables involving gender and age.
But many of the students found their homeroom teachers in charge of subjects closely related to college admission, such as language arts, English and mathematics, to have an ineffective leadership.
Third, there was no difference in learning attitude among the students according to their background variables including the type of school foundation, academic year and gender.
Fourth, two of the homeroom teacher background variables, including gender and subject in charge, made little difference to the learning attitude of the students.
But the older homeroom teachers exerted a more positive influence on their learning attitude.
Fifth, the students were different in learning attitude according to the leadership style of their homeroom teachers.
The students scored higher in learning attitude when the homeroom teachers had effective and relationship-motivated leadership styles rather than ineffective and task-oriented styles.
Thus, the learning attitude of the students significantly differed with teacher leadership. As the learning attitude of learners hinges on homeroom teacher leadership style, homeroom teachers should direct every possible effort into improving their learning attitude.
Since the students called for effective and relationship-motivated leadership, homeroom teachers should exert an effective leadership to boost their interaction with students, their job performance and students' morale. They should try to teach students to improve academic achievement and interpersonal relationship at the same time, and the kind of leadership that imposes tasks and care about students in a flexible manner is required.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 및 가설 = 3
• 3. 용어정리 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 지도성 = 7
• 1) 지도성의 개념 = 7
• 2) 지도성 이론 = 9
• 3) 담임교사의 지도성 유형 = 30
• 2. 학습태도 = 34
• 1) 학습태도 개념 = 34
• 2) 학습태도의 요인 = 36
• 3. 담임교사의 지도성과 학생의 학습태도와의 관계 = 38
• Ⅲ. 연구 방법 = 43
• 1. 연구 대상 = 43
• 2. 측정 도구 = 44
• 1) 담임교사 지도성 유형 = 44
• 2) 학습 태도 = 46
• 3. 자료 처리 = 47
• Ⅳ. 연구 결과 및 해석 = 48
• Ⅴ. 논의 = 63
• Ⅵ. 요약·결론 및 제언 = 68
• 1. 요약 = 68
• 2. 결론 = 73
• 3. 제언 = 75
• 참고문헌 = 76
• （Abstract） = 80
• 부록 = 83