A Case Study on Principal Leadership for Multicultural Education

홍혜원 서울대학교 대학원 2023 국내석사

With the increasing cultural diversity in Korean schools, multicultural education (ME) has become a significant part of school education. Acknowledging the pivotal role of principals in school education including ME, this study aimed to fill the gap in research that examines how principal leadership can facilitate ME in Korean schools. The purpose of this study was to describe and understand principal leadership that effectively promotes ME in Korean schools by drawing on the case of a principal of a culturally diverse school in Seoul. To be specific, this study sought to answer two research questions: What are the culturally diverse school principal’s conceptions of the direction of ME, including the goal and the method? What specific leadership behaviors of the principal have been effective in practicing ME in accordance with that direction? Qualitative case study methods were used to make sense of the principal leadership in ME in-depth and within its specific contexts. Data collection involved interviews with the principal and four teachers, documents, and participation in a conference where the principal presented the school’s ME practices. The study utilized three major approaches to ME identified in the literature, which are conservative, liberal, and critical, to analyze the direction of ME that the principal advocated for, and instructional and transformational leadership theories to examine the principal’s leadership behaviors in support of that direction. As a result, six case themes were identified: 'The Goal of ME: Embracing Harmony in Diversity as Global Citizens,' 'The Method of ME: A Whole-School and Continuous Approach,' 'Communicating and Persuading the Vision of ME,' 'Developing Curriculum and Teachers’ Capability,' 'Leveraging Professional Network for ME,' and 'Disseminating ME Vision and Practice Beyond the School.' The study’s findings not only confirm the literature’s assertion that principal leadership is crucial for establishing a broader and more sustainable ME initiative, but also provide ample qualitative evidence to support this argument, which was largely lacking in previous research. By providing a detailed description of Suji’s leadership, this study offers valuable practical insights for school administrators on specific ways to overcome common challenges of ME practices in Korean schools. Additionally, the findings highlight the important role of the education community in giving ongoing professional support to principals to effectively promote ME. This study expands beyond the perception of principals as mere “heroes” and sheds light on the significance of collaborative interplay between principals and other stakeholders for the advancement of ME practices in Korean schools. 한국 사회에 이주배경인구가 증가함에 따라 학교 내에도 다양한 문화적 배경을 지닌 학생들이 늘어나면서 다문화교육은 학교 교육의 중요한 부분이 되었다. 학교교육 구성과 운영에 대한 학교장의 중추적인 역할을 고려할 때, 학교장이 학교 내 다문화교육 활성화에 기여할 수 있도록 기반을 마련하는 것은 매우 중요하다. 이에 본 연구는 이주배경학생이 밀집한 서울의 한 초등학교 교장 Suji의 사례를 통해 학교 내에서 다문화교육을 효과적으로 이끄는 학교장 리더십의 양상을 기술하고 이해하고자 하였다. 이러한 목적을 토대로 설정한 연구 질문은 다음과 같다. 이주배경학생 밀집 학교의 교장 Suji가 설정한 학교 다문화교육의 방향성, 즉 교육목표와 방법은 무엇인가? 그 방향성에 따라 학교 다문화교육이 실행되도록 하는 데 있어 교장의 어떤 리더십 행동이 효과적이었는가? 본 연구는 질적 사례연구 방법을 사용하여 학교A의 다문화교육을 위한 교장 Suji의 리더십을 구체적인 맥락 안에서 심층적으로 이해하고자 했다. 교장 Suji 및 학교A의 교사 4인을 포함한 연구 참여자와의 반구조화된 면담, 연구참여자 및 인터넷에서 획득한 문서, 교장 Suji가 학교A의 다문화교육 실천 사례를 발표한 컨퍼런스 참여를 통해 연구자료를 수집했다. 또한 보수적, 자유주의적, 비판적 등 세 가지 다문화교육 접근방식을 활용하여 교장이 주창한 다문화교육의 방향성을 분석하고, 교수 리더십 및 변혁적 리더십 이론을 활용하여 그 다문화교육 방향성을 실행에 옮기기 위한 교장의 리더십 행동을 분석했다. 자료수집 및 분석을 통해 도출한 교장 Suji의 다문화교육을 위한 리더십을 설명하는 여섯 가지 주제는 '다문화교육 목표: 다양성 속 조화를 이루는 세계시민 양성', '다문화교육의 방법: 지속적인 전학교적 접근', '다문화교육 비전을 알리고 설득하기', '교육과정과 교사 역량 개발하기', '전문적 네트워크를 활용하여 다문화교육 지원하기', '학교 밖에서 다문화교육 비전과 실천 공유하기'였다. 본 연구의 결과는 학교장의 리더십이 보다 광범위하고 지속가능한 다문화교육 실천을 형성하는 데 핵심적인 역할을 한다는 선행연구의 주장을 확증하였다. 더불어 이 연구는 해당 주장을 뒷받침하는 충분한 질적 증거를 제시한다는 점에서 의의를 가진다. 또한 교장 Suji의 다문화교육을 위한 리더십에 대해 자세히 기술하고 이론적 분석을 제공하여 학교 관리자들이 그간 한국 학교에서 흔히 나타난 다문화교육 실천의 한계점을 극복하고 이를 개선할 수 있는 구체적인 방법에 대한 실용적인 통찰과 교훈을 제공한다. 더 나아가 이 연구의 결과는 학교장이 다문화교육을 효과적으로 추진할 수 있도록 지속적으로 전문적 지원을 제공하는 교육 공동체의 역할을 강조한다. 이는 학교장 개인만의 노력을 '영웅화'하는 관점을 넘어, 다문화교육 발전을 위한 학교장과 여타 이해관계자들 간의 협력적 상호작용의 중요성을 시사한다.

經營環境 變化에 따른 學校長의 리더십에 관한 敎員의 認識

조순자 弘益大學校 敎育經營管理大學院 2004 국내석사

이 연구는 학교장의 리더십 변화를 요구하는 학교 내·외적인 경영환경의 변화 및 그에 따른 리더십 패러다임의 변화 분석, 학교장 리더십의 인식 및 요구 분석 등을 토대로 변화하는 경영환경을 주도할 수 있는 학교장의 리더십을 모색하는데 그 목적이 있다. 이 목적을 달성하기 위하여 연구한 내용은 다음과 같다. 첫째, 경영환경의 변화 요인에 대하여 학교장과 교사는 어떻게 인식하고 있는지 알아보았다. 둘째, 학교장의 리더십 현황에 대하여 학교장과 교사의 인식을 알아보았다. 셋째, 경영환경의 변화 속에서 학교장에게 요구되는 리더십에 대하여 학교장과 교사의 인식을 알아보고 비교해 보았다. 연구의 방법으로는 학교 내·외적인 경영환경의 변화 요인, 학교장의 인력 구조, 특성 등의 분석을 위하여 문헌 및 선행 연구 결과를 분석하였고, 학교장의 리더십에 대한 인식 및 요구 분석을 위하여 서울특별시 소재 초등학교장 100명과 교사 500명을 대상으로 질문지 조사를 실시하였다. 이 조사를 위해 배포된 설문지 중에서 성의 없이 회수된 것들을 제외하고 교장 93명과 교사 398명의 자료를 조사·분석하였다. 자료의 처리는 SPSS for Window 8.0 Program으로 전산처리 하였다. 각 문항별 응답의 단순빈도 (백분율)를 통하여 경향을 분석하고, 각 집단별 차이를 분석하기 위하여 Chi-square(x^(2))검증을 실시하였다. 자료 분석에서 얻어진 결과를 요약하면 다음과 같다. 1. 경영환경의 변화 요인으로 학교장은 '교육정보화의 진전(M=4.29)'이, 교사는 '학교평가(M=4.08)' 에서 더 많은 영향을 끼치는 것으로 나타났으며, 가장 시급하게 추진되어야 할 사항으로, 학교장은 '단위학교의 재량권 확대(67.7%)', 교사는 '의사 결정의 민주화(37.8%)'가 추진되어야 한다고 응답하였고, 학교장에게 새롭게 요구되는 역할은, 학교장과 교사 모두에서 '구성원들 간의 원만한 인간관계 유지를 위한 갈등 조정자역할(교장 41.3%, 교사 35.6%)'이 요구된다고 나타났다. 학교장의 재량권 확대에 대한 인식에서는, 학교장은 '학교인사관리 재량권 (M=4.65)' 이, 교사는 '교육과정 편성 및 운영의 재량권 (M=4.22)'이 더 확대되어야한다고 응답하였고, '학교 인사 관리'와 '학교 재정관리' 영역의 참여 기회를 확대해야 한다고 나타났다. 2. 학교장이 중점을 두고 있는 리더십의 유형으로, 교장과 교사 모두 '인화 지향적 리더십(28.0%, 36.8%)'으로 나타났으며, 학교경영과 관련된 자질 구비 정도에서, 학교장은 '학교경영 계획 능력, 인간관계 능력의 자질'이, 교사는 '학교경영계획 능력, 대외교섭 능력'의 자질이 구비되어야 한다고 응답하였다. 학교경영에 대한 자문과 아이디어를 얻는 방법으로, 학교장은 '동료 교장이나 교장 협의회(50.0%)'를 통하여, 교사들은 '교감 및 간부·기획 회의(32,8%)' 를 통하여 얻고 있다고 나타났으며, 학교경영 계획에 학교장의 철학이나 비전의 반영 정도에서는, 학교장은 91.3%가, 교사는 87.1%가 반영 된다고 나타났다. 학교장의 일과 중 업무 유형에서, 교장은 '학교 시설 및 환경관리(43.0%)', 교사는 '회의 진행(42.9%)'이 1순위로 나타났으며, 학교장이 리더십의 준거로 삼고 있는 철학이나 원칙에서는 학교장, 교사 모두 1순위로 '원만한 인간관계(30.4%, 29.0%)', 2순위로 '민주적 학교운영(29.3%, 24.4%)' 으로 나타났다. 3. 가장 시급하게 대응해야 할 현안과제로, 학교장은 '교육환경 여건개선 (32.6%)', 교사는 '교사들의 사기 진작(50.3%)'으로 나타났다. 지식기반사회에서 가장 중요하게 요구되는 능력으로는 학교장과 교사 모두 '다양한 교육개혁에의 대응 능력(44.6%, 57.6%)'과 '인간관계 관리 능력(32.6%, 28.8%)'이 라고 나타났으며, 학교장의 리더십 배양을 위한 영역별 연수에서는, 학교장은 '학교 재정관리(M=4.49)', 교사는 '인간관계 능력개발(M=4.38)' 영역의 연수가 더 필요하다고 응답하였고, 학교장 리더십 배양을 위한 연수제도의 개선점에서는, '연수과정의 질을 높이고 연수프로그램을 다양화 한다(47.3%)'로 나타났다. 리더십 있는 학교장 양성을 위해 가장 중요한 것은 교장 교사 모두 '교장 직무연수 과정을 내실화 한다(63.4%, 42.5%)'로 응답하고, 학교장의 리더십 검정을 위해 가장 중요한 것으로는 '전체 교직경력 기간의 근무 평정 (34.4%)'과 '교감 경력 기간의 근무 평정(32.2%)'으로 나타났다. 학교장 리더십의 평가단 구성에 대하여, 학교장은 '소속 학교 교직원 (41.3%)'과 '학교평가 전문 연구기관(32.6%)'으로, 교사들은 '소속 학교 교직원(82.6%)'이라고 나타났으며 p=.000<.001의 수준에서 유의미한 차이가 있는 것으로 나타났다. 이상의 결과 요약을 토대로 경영환경 변화에 따른 초등학교장의 리더십에 대한 인식 연구에서 몇 가지 제언을 하면 다음과 같다. 첫째, 인간관계 능력 개발 등에 대한 연수프로그램 등이 개발되어 학교장 리더십 함양에 도움이 될 수 있도록 해야 할 것이다. 둘째, 학교장 전문 연수기관을 설치 운영하여 학교장의 전문성을 신장 시킬 수 있는 기회를 주어야 할 것이다. 셋째, 학교장의 직무 분석, 학교장의 권한과 책임 분석, 학교장의 리더십 프로그램 등 학교장과 관련한 다양한 연구가 수행되어야 하겠다. 넷째. 리더십 있는 학교장의 화보와 함께 교원정책의 방향 설정 등을 종합적으로 검토해야 할 것이다. The purpose of this paper is to seek the principal's leadership that can take initiatives in the changes of the school management environment through careful analysis of the inside and outside management environment of the school that demands changes in the leadership of the principal and analysis of changes in leadership paradigm. The main subjects of this study are as follows : First, to know how the principal and teachers recognize the factors of change in the school management environment. Second, to know how the principal and teachers understand the present situation of the principal's leadership and to compare it. Third, to know how the principal and teachers understand the leadership requested to the principal in the changes of the school management environment. To analyze the factors of change in the inside and outside management environment of the school and the principal's character and human resources structure, the literatures of school leadership were reviewed and previous research results were used. For analyzing the recognition and request for the principal's leadership, the questionnaire survey, composed of 100 primary school principals and 500 teachers in the city of Seoul, was carried out. The questionnaire survey used by this study was focused on research and analysis of the data collected by 93 principals and 398 teachers. The data were computerized by SPSS for Window 8.0 program. Answers of each question were analyzed in terms of percentage. After that, Chi-square (x^(2)) test was performed to analyze the difference among each group. The results from the analysis of data are summarized as follows : First, the principal regards the factors of changes in the school management environment as the development of educational information having greater influence on the principal's leadership(M=4.29), while teachers as the school evaluation(M=4.08)'. As for the most urgent matter to be driven in the school management environment, the principal answer 'the enlargement of the generosity of the unit school(67.7%)', while the teacher 'the democratization of opinion decision(37.8%)'. For the demanded ability recently to the principal' leadership, 41.3% of the principal and 35.6% of the teacher reply that it is requested to settle conflicts for maintaining harmonious relationship with its members. In relation to the understanding of the generosity of principal's authority, the principal reply that 'the generosity of personnel administration' need to be enlarged(M=4.65), while the teacher think 'the generosity of the organization and operation of school curriculum' needs to be enlarged(M=4.22). And they also think that the chance of taking part in the personal administration and financial adminstration have to be expanded. Second, in the type of leadership the principal emphasize, 28% of the principal and 36.8% of the teacher regard the leadership of harmonious human relationship as the first type. But compared to the second type that the principal choose the leadership of matters connected with teaching(24.7%), the teacher choose 'the leadership of creating a new culture for school(21.1%). In relation to standard of the principal's ability to be equipped with school management, the principle choose the ability to make school management as it, while the teacher the ability to make school management and external negotiation. Considering the method of obtaining advice and ideas about the school management, it appears that the principal receive from the same principals or principal committee(50.0%), while teachers from the conference of vice principal and the managing staff(32.8%). 91.3% of the principal and 87.1% of the teacher reply that the principal's philosophy or vision are reflected on the school management. In the type of principal's duties and business, the 1st ranking was 'the school equipment and management of environment by the principal(43.0%)', and performing the meeting by the teacher(42.9%). And the philosophy or principle that a principle is based on the leadership was 'the harmonious relationship(30.4%, 29.0%)' as the 1st ranking, and 'democratic school management(29.3%, 24.4%)' as the 2nd ranking, which was suggested by principals and teachers. Third, in relation to demand of the principal's leadership, as the current subject which is to be coped with urgently, the 1st ranking was 'the improvement of education of environment(32.6%)', the 2nd ranking was making of teaching atmosphere(31.5%), which was proposed by principals. On the other hand, for teachers, the 1st ranking was 'the raise of the teacher's morale(50.3%)', and the 2nd ranking was 'the improvement of educational environment(23.0%)'. As the most important ability demanded of the principal in the knowledge-based society, both principals and teachers asked for 'the respondent ability to various educational reform(44.6%, 57.6%)', and 'the management ability of human relationship(32.6%, 28.8%)'. In the necessity of training for developing of the principal's leadership, according to principals, the training field as 'school financial management(M=4.49)' is more necessary, while according to teachers, 'the development of the ability of human relationship(M=4.38)' is the more necessary field. To improve the training system for developing the principal's leadership, both principals and teachers wanted to 'raise the quality of training progress and to make the training program various(44%, 47.3%)'. According to the principals and teachers, what is the most important to develop principals with great leadership is to 'strengthen the training progress of principal's duty(63.4%, 42.5%)'. What is the most important to authorize the principal's leadership is shown as 'the evaluation of the work during the total period of career(34.4%)' and 'the evaluation of the work during the period of career as a vice principal(32.2%)'. As for organizing the evaluation members for principal's leadership, according to principals, the reasonable evaluation members are 'the faculty members of his school(41.3%)' and 'the professional research institute for school evaluation(32.6%)'. On the other hand, according to teachers, 'the faculty members of their school' are the most suitable evaluation ones(82.6%), which shows a great difference on the level of p=.000 <.001. Based on the summary of this study several suggestions are as follows : First, the training program for developing the ability of human relationship is to be helpful for improving the principal's leadership. Second, the professional training institute is to be established so as to give a chance to expand principal's speciality. Third, the study for the principle is not enough. Therefore various researches related to the principal such as analysis of the principle's duty and responsibility and the principal's leadership program are to be carried out. Fourth, Besides invitation competent principal, the establishment of direction in teacher's policy is to be synthetically examined.

學校長의 指導性類型이 敎師間의 人間關係에 미치는 影響

문필렬 慶星大學校 敎育大學院 1990 국내석사

The purpose of this study was to examine and maximize the educational effect by analysing the principal's leadership pattern and the human relationships between the teachers. In order to achieve the above purposes, the following problems were raised: 1) Is there any difference between the principal's leadership pattern and the teachers' human relationships by sex, by educational career and by the size of school? 2) Is there any significant interrelations between the principal's leadership pattern and the teachers' human relationships? In order to investigate this research, a total of 589 elementary school teachers (in the area of Pusan City) was recruited by the size of school, and analysed their responses by a questionaire. There were two kinds of questionaire : 1) For the Principal's leadership pattern is based upon A. W. Hatpin's L. B. D. Q. (Leader Behaviour Descriptive Questionaire), which was translated by Yoon Jong-Kun; 2) For the satisfaction of human relationships between the teachers was used D. E. Griffths's Nine Requirements on Human Relationships, which was translated by Moon Jae-Ock. In order to investigate the difference by groups, this study made an attempt to use a method of test, like x^(2), T, and F, and also used Pearson r regarding the correlation between the principal's leadership pattern and teachers' human relationships. Based upon the results of this study, the following conclusions were drawn : 1. The principal's leadership pattern which the teachers had perceived had a significant difference by sex, by educational career, and by the size of school, and the leadership of efficiency numerically expressed at the 61.5 percentage in all. a. Schoolmasters (mate teachers) more deeply regard the principal's leadership as the efficiency than schoolmistress (female teachers). b. Teachers of long educational career perceive better the principal's leadership as the efficiency than those teachers of short educational career. c. Teachers who work at a medium-sized school perceive better the principal's leadership as the efficiency than those teachers who work at a large-sized school or at a small-sized school. 2. The Satisfaction caused by the human relationships between the teachers shows a significant difference by sex, by educational career, and by the size of school. a. Schoolmasters (male teachers) are much more satisfied with the human relationships between the teachers than schoolmistress(female teachers). b. Teachers of long educational career are more satisfied with the human relationships between the teachers than those teachers of short educational career. c. Teachers who work at a medium-sized school are more contented with the human relationships between the teachers than those teachers who work at a large-sized school or at a small-sized school. 3. It is my contention that since the correlation between the principal's leadership pattern and the teacher's human relationships shows a normal connection between the efficient leadership and satisfactory marks of human relationships, the principal's leadership pattern has an important effect on the human relationships between the teachers.

학교장의 지도성 유형에 따른 학교경영 효과성 탐색

나기횡 우석대학교 교육대학원 2003 국내석사

This study is aim to find the effectiveness of school management by the type of principal's instructional leadership to analysis and survey the relation between the effectiveness of school management and principal's instructional leadership recognized by teachers. The topics to achieve the study objective are, A. How does teacher recognize principal's instructional leadership? B. How does teacher recognize the effectiveness of school management? C. How different is the effectiveness of school management recognized by the type of principal's instructional leadership? For surveying the above topics, questionnaires are distributed 493 teachers of 91 junior and high schools in JulabokDo province and 368 questionnaires among the collected 404 questionnaires are used to get results of this study as bellows. The first, principal's instructional leadership is recognized task oriented type and harmony oriented type by the teachers who are 40-49 old years and more than 50 years old, but is not recognized effectiveness by the teacher who is less than 39 years old. Harmony oriented leadership is recognized different by teacher's job position, and the assigned teacher realize more higher than the non assigned teacher with P<.05. Principal's instructional leadership is recognized both task oriented type and harmony oriented type by the 21-30 years experienced teachers, but is recognized more task oriented type than harmony oriented type by more than 30 years experienced teachers. The second, school management is generally recognized positive, and most positive by more than 50 years old teachers but negative by less than 39 years old teachers. It means that more than 50 years old teachers accepted principal's management objectives and instruction more widely than less than 39 years old teachers respectively. School management is recognized more higher by the assigned teacher realize than the non assigned teacher in the all the range of management except education program. The 21-30 years experienced teachers realize school management most positive than other group, teachers at rural area recognize principal's instructional leadership more positive. The third, correlation between principal's instructional leadership and school management have meaningful result in all the range. In results, school management is satisfied by teachers who recognize principal's instructional leadership as harmony oriented type. It means that school management has close relation with the teacher's recognition on principal's instructional leadership type. As the above review, the relation between the principal's effectiveness and the leadership type are summarized as bellows. The first, the principal's instructional leadership is shown different by age, level, experience of teacher. The older teacher, the assigned teacher, 21-30 years experienced teachers recognize the principal's leadership both harmony oriented type and task oriented type. The second, the effectiveness of school management has different by age, level, experience of teach, and the location of school. More than 50 years teachers recognize the effective school management in education program, management budget, satisfaction of management. The assigned teachers recognize the effective school management in management objective, teaching instruction, management budget, satisfaction of management. 21-30 years experienced teachers recognize the effective school management in management objective, education program, management budget, satisfaction of management. The teachers in rural area recognize the effective school management in management objective, education program, teaching instruction. The third, the effectiveness of school management is responded higher score in all the range by teachers who recognize principal's instructional leadership effective. But principal's instructional leadership has no relation with the effectiveness of school management between harmony oriented type and task oriented type of principal's leadership.

The Influence of Principal Leadership on Literate Practices in a Middle School: An Investigation and Framework into a Principal's Leadership in Middle School Literacy Instruction

Duncan, Travis W ProQuest Dissertations & Theses The University of 2019 해외박사(DDOD)

This study investigates how a middle school principal influences literacy instruction. This qualitative, instrumental case study uses Nicholls’s (1987) meta, macro, and micro levels of leadership as a lens to house the large field of educational leadership into a framework that is merged with Dowell, Bickmore, and Hoewing (2012) and other literacy leadership research (Conley, 1989; Hall, Burns & Edwards, 2011; Irvin, Meltzer, & Duke, 2007; Marks & Printy, 2003) to analyze how the principal’s leadership influences literacy instruction. The findings suggest that the principal worked mostly within the macro levels of leadership, and the principal used instructional, distributive, cultural, and human resource leadership. The findings are similar to the integrated leadership approach emphasized in literacy leadership, but have additional references to cultural and human resource leadership (Marks and Printy, 2003). There was evidence of planning in regards to literacy instruction with specific strategies employed and structures created school-wide to create a culture around literacy strategies and literate practices. Examples of the structures created were a literacy block, professional development, and an instructional leadership team who focused on collaborative planning. There is evidence of teacher leadership and empowerment, as reported by the principal’s instructional leadership team and teacher participants, who stated that the principal “trusts” them as leaders and experts in their area and that he expects them to “take risks.”.

Transcending Compromise: Principal Practices Predicting Teacher Effectiveness and Teacher Morale

Grant, David G The Claremont Graduate University ProQuest Dissert 2020 해외박사(DDOD)

Two leadership styles have dominated the literature- instructional leadership and transformational leadership. No study could be found quantitatively integrating principal practices from these styles in ways that simultaneously predicted teacher effectiveness and teacher morale. Therefore, this study sought to better understand the complex relationships between principal practices, teacher effectiveness and teacher morale.First, this study synthesized meta analyses of principal effects for studies produced between 1978-2008 and presented a unique empirically grounded integration framework summarizing principal effects for student achievement and teacher morale.Second, the study used this framework to explore four research questions. An online survey was utilized to collect data from a snowball sample of middle school teachers. The study compared teacher perspectives on principal practices, teacher effectiveness and teacher morale in low and high poverty middle schools in California. Second, this study analyzed the relationships between twelve leadership dimensions and five teacher outcomes. Next the study tested the predictive effects of school level variables and twelve leadership dimensions. Finally, this study explored if and how diverse leadership practices could be integrated to predict burned out, ineffective, overextended, or engaged teachers.Results of this study demonstrated no significant difference between the perspectives of teachers in low or high poverty middle schools. Correlations were stronger between dimensions of instructional leadership and dimensions of teacher effectiveness. Laissez-faire leadership correlated with increased emotional exhaustion and depersonalization experienced by teachers. Regression analyses found that each dimension of leadership predicted one or more dimensions of teacher effectiveness and teacher morale, confirming the effort to integrate leadership practices.Finally, discriminant function analysis substantially improved prediction of teacher effectiveness and teacher morale. Practices from transformational, transactional, instructional, and even passive-avoidant leadership loaded on one or both functions. Each integrated function identified a specific set of principal practices. The optimal frequency of these practices for function one (improvement-responsivity) was “sometimes” whereas the optimal frequency for function two (community learning) was “frequently.” The two functions can be interpreted as a theory of action principals can enact inter-dependently with teachers.

위탁형 대안학교 학교장의 위치와 리더십 특성에 관한 연구

박은 연세대학교 교육대학원 2018 국내석사

As researching principals of entrusted alternative schools being operated depending on unique educational belief, philosophy, and values, this study has a purpose to certify leadership characteristics of the principals, which appear in the school field. Even though a leader of an organization would be ethics, it is not necessary that all members of them is ethical, but it is highly true that an organization led by a corrupt leader would be corrupt. Therefore, the leader in an organization is very important person and his or her qualification is also important. Especially, the entrusted alternative schools are small so that the role of a principal could influence performance of the school absolutely. Therefore, after this study researched the role of principals, who lead organizations of the entrusted alternative schools, this study is to analyze characteristics of their leadership that is given to the schools and members. In order to achieve the research objectives, this study set subjects for inquiry as follows. First, what are the position and role of principals in entrusted alternative schools? Second, what are characteristics of a leadership of principals in entrusted alternative schools? Third, what is educational meaning of the leader ship’s characteristics of principals in charge of entrusted alternative schools? This study conducted qualitative researches in order to verify the issues. In chapter 4 and section 1, this study examined positions and roles of principals in entrusted alternative schools. As considering the positions of entrusted alternative school’s principals within the public education category and within the organization category, this study researched what is their role that the principals are conducting within each category. In chapter 4 and section 2, this study examined the characteristics of leadership that principals in entrusted alternative schools show. Based on data of in-depth interviews, this study researched the leadership of principals, which appears in various cases. This study classified the analyzed characteristics of leadership depending on types of leadership theory. In chapter 4 section 3, this study considered educational meaning of the leader ship’s characteristics of principals in charge of entrusted alternative schools. In a process to analyze the characteristics of leadership that have been shown in many cases, this study comprehended entrusted alternative schools and researched meaning of the roles of principals. The deducted results from the researches are summarized as follows. The research participants were in a place of assistant to the public education category and in a place of manager to the organization category. As they are assistant to the public education, they took tasks that school administrators should do and administrative works, related to student’s entrustment, which is a main task of an entrusted alternative school. In the organization, they took in charge of tasks that find and solve various problems due to operating schools. Also, as the results of analyzing in-depth interviews, e-mails, and diary in leadership characteristics analysis, they are shown as ‘a principal who leads members of an organization with strong charisma’, ‘a principal who help members with a warm heart’, ‘and a principal who serve members of an organization depending on ethics and moral values’. This study could categorize them into some categories such as a transformational leadership, a servant leadership, and honest leadership. In the school field, principals with the leadership prevented problem student’s deviations, provided proper alternative education to students, and suggested a new school model utilizing local communities. Based on the results, this study found some problems to be solved in order to make the principals exert their leadership. First, consulting about the leadership of principals in entrusted alternative schools and systematic leadership improvement programs are needed. Second, teacher training for teachers who work in entrusted alternative schools is needed. It is because some teachers who have short teacher careers showed some weak points to handle problem students. Third, it is difficult for the principals who operate entrusted alternative schools to implement a long-term educational philosophy with a system for newly designated students every year in the school field where students are entrusted for a long time. For that, this study suggested institutional supplement was necessary for the entrusted process related to the entrusted alternative schools. Fourth, continuity of the entrusted alternative schools could not be secured in reality that most of them depend on donation for operation. Therefore, realistic budget support is needed for the entrusted alternative schools. Fifth, flexible close cooperation of administrative processes between government departments should be needed in order to utilize various facilities and programs for problem 본 연구는 특별한 교육적 신념⸱철학⸱가치관으로 운영되고 있는 위탁형 대안학교의 학교장에 대한 연구로 학교현장에서 발휘되고 있는 학교장의 리더십 특성을 파악하는데 목적이 있다. 조직에서 리더는 중요한 결정을 하는 위치에 있는 사람이며, 그 자질은 매우 중요하다. 특히 위탁형 대안학교는 소규모의 학교로 학교장의 역할은 학교 성과에 절대적인 영향을 미친다. 그러므로 본 연구에서는 위탁형 대안학교에서 학교를 이끌고 있는 학교장의 위치와 역할을 살펴보고, 학교 조직과 구성원들을 위해 발휘하고 있는 리더십의 특성들을 탐색해 보고자 하였다. 이러한 연구 목적을 달성하기 위하여 다음과 같은 연구 문제를 설정하였다. 첫째, 위탁형 대안학교 학교장의 위치와 역할은 무엇인가? 둘째, 위탁형 대안학교 학교장의 리더십 특성은 무엇인가? 셋째, 위탁형 대안학교 학교장의 리더십 특성들에서 탐색되는 교육적 의미는 무엇인가? 이를 위해 질적 연구의 수행으로 다음과 같은 결과를 도출하였다. 첫째, 연구 참여자는 공교육의 조력자, 조직 매니저의 위치에 있었다. 공교육의 조력자로서는 학교행정가가 담당해야 하는 업무와 위탁형 대안학교의 주 업무인 학생들의 위탁에 요구되는 행정업무를 담당하고 있었다. 조직 내에서는 학교를 운영하면서 발생하는 여러 문제들을 발견하고 해결하는 역할을 담당하고 있었다. 둘째, 리더십의 특성 분석에서는 “강력한 카리스마로 구성원들을 이끄는 학교장”, “따뜻한 사랑의 마음으로 구성원들을 돕는 학교장”, “윤리⸱도덕적 가치관을 바탕으로 구성원들을 섬기는 학교장”으로 구분되었다. “강력한 카리스마로 구성원들을 이끄는 학교장”에서는 구성원들에게 강력한 역할모델이 되고, 신뢰를 바탕으로 동기를 부여하였으며, 배움 활동에 대한 지적자극과 함께 개인적인 특성에 따른 교육을 수행하는 리더십을 발휘하고 있었다. 이는 리더십 특성 중 변혁적 리더십의 특성으로 탐색되었다. “따뜻한 사랑의 마음으로 구성원들을 돕는 학교장”에서는 구성원들의 이야기를 들어주며, 깊이 공감하는 마음을 갖고 그들을 진심어린 마음으로 설득하며 치유와 자립을 돕고 있었다. 또한 조직을 위해 위탁형 대안학교의 개념화에 앞장서고, 스스로 혜안(慧眼)을 가질 수 있도록 노력하였다. 이는 리더십의 특성 중 섬김의 리더십 특성으로 탐색되었다. “윤리⸱도덕적 가치관을 바탕으로 구성원들을 섬기는 학교장”에서는 스스로 자신의 가치를 깨닫고, 학교현장에서 해결되지 못하는 일일지라도 묵묵히 자신의 위치에서 구성원들을 돕고, 학교의 원활한 교육을 위해 지역시민을 활용한 배움 네트워크를 구축하고 있었다. 이는 리더십의 특성 중 섬김의 리더십, 정직한 리더십, 윤리적 리더십의 특성으로 중복되어 탐색되었다. 셋째, 리더십을 발휘하고 있는 학교 현장에서 학교장은 위기 학생들의 일탈을 방지하고, 합당한 대안교육을 실시하였으며, 지역 공동체를 활용한 새로운 학교 모델을 제시하였다. 이러한 연구의 결과로 위탁형 대안학교 현장에서 학교장의 리더십이 온전히 발휘되기 위해 개선되어야 할 문제들이 탐색되었다. 첫째, 위탁형 대안학교 학교장의 리더십에 대한 정기적인 컨설팅 및 체계적인 리더십 향상 프로그램이 필요하다. 둘째, 위탁형 대안학교에 근무하는 교사에 대한 연수가 필요하다. 이는 관리하기 힘든 위기의 학생들을 경력이 짧은 교사들이 감당하기에는 부족한 점이 많기 때문이다. 셋째, 학생들이 장기간 위탁되고 있는 학교현장에서 매년 새롭게 지정받는 시스템은 학교를 운영하고 있는 학교장의 입장에서는 장기적인 교육적 이념을 실현하기에는 부족한 점이 많다. 이를 위해 위탁형 대안학교에 관한 정책, 즉 위탁과정의 제도적 보완이 필요하다. 넷째, 대부분의 경비를 후원금에 의존하고 있는 현실은 학교의 지속성을 담보할 수 없다. 그러므로 위탁형 대안학교에 대한 현실적인 예산 지원이 필요하다. 다섯째, 위기 청소년들을 위해 만들어진 여러 시설이나 프로그램을 적절하게 활용하기 위해선 행정 처리에 대한 정부 부처 간 융통성 있는 긴밀한 협조가 필요하다.

學校長의 指導性과 學校組織健康의 關係

이복남 전북대학교 교육대학원 1996 국내석사

The purpose of this study is to accomplish effectively the objections of education by appreciating the type of principal's Leadership and the health of school organization and by analyzing the relations between them. To achieve the aims, three concrete objections were established in this study as follow: First, to investigate principal leadership by background (level, location, size). Secondly, to investigate school organization health by background (level, location, size). Thirdly, to analyze the change of the health of school organization according to the change of type of principal leadership. The sample for this study consisted of elementary and middle and high school teachers selected randomly in chonbuk(n=300). To achieve these objections of study above, the type of principal's leadership was investigate and analyzed, putting emphasis on the theory of leadership, using Bolman and Deal, Halpin's LBDQ and Youn Jongkun's MBI in leadership this study. The data was analyzed by the statistical methods of one-way ANOVA, F-test by using spss. From those analysis the following conclusions were drawn: First, Regarding the type of principal's leadership as intension of structural leadership, there are meaningful difference of .001 level in the type of school level. Also, regarding the type of principal's leadership as intention of symbolic there are meaningful difference of .001 level in the of size. Regarding the type of principal's leadership as intention of political there is no difference in all sample. Secondly, the teacher's responds of the degree of the health of school organization is as follow: There are meaningful differences of .001 level in the type of location, size. Thirdly, in the relationship between the type of principal's leadership and the health of organization, it showed meaningful difference with the view of generalizing all the above of the degree of health of organization was the highest in the case of type of human resourceful leadership than in other types of leadership and the degree of the health of organization was the lowest in the case of structural type of the leadership. In conclusion, to achieve the aims of school organization with maximum, as the results of this study, the management of school must be managed by the human resourceful type of leadership.

學校長의 리더십 IQ와 敎師의 凝集性과의 關係

김동한 濟州大學校 敎育大學院 2003 국내석사

본 연구는 학교장의 리더십 IQ와 교사의 응집성 간에는 어떠한 관계가 있는가를 조사.분석하는데 그 목적을 두었으며 다음과 같은 연구문제를 설정하였다. 1) 학교장의 리더십 IQ는 학교 특성과 개인적 배경에 따라 어떤 차이가 있는가? 2) 학교장의 리더십 IQ와 교사집단의 응집성과의 상관관계는 어떠한가? 3) 학교장의 리더십 IQ가 교사집단의 응집성에 어떤 영향을 주는가? 이상의 연구문제를 구명하기 위하여 제주도내 초.중.고등학교 교사 713명을 대상으로 설문하여 다음과 같이 조사.분석하였다. 첫 번째 연구문제 분석을 위해 학교장의 리더십 IQ에 8개의 하위 요인과 교사 집단의 응집성에서 4개의 하위 요인을 설정하여 학교 급별, 학교소재지별, 성별로 t검정, F검정 방법에 의해 조사.분석하였으며 두 번째 연구문제 해결을 위해 교사가 지각한 리더십 IQ점수와 교사집단의 응집성 관계는 어떠한 상관관계가 있는가를 회귀분석을 통해 두 변인간의 상관관계를 분석하였으며, 세 번째 연구문제의 해결을 위하여 지도성 관련 변인군이 응집성에 미치는 영향과 변인들의 상대적 기여도를 알아보기 위해 중다회귀의 통계방법을 이용하여 분석하였다. 이상과 같이 수행한 연구에서 얻어진 결론은 다음과 같다. 첫째, 교사가 지각한 제주도내 지역 학교장의 리더십 IQ 점수 중에 학교 급별 차이를 보면고등학교 교사들의 리더십 IQ 지각 점수가 가장 높고, 중학교 교사들의 리더십 IQ 지각 점수가 가장 낮다. 학교 소재지별로는 시지역 학교 교사가 읍.면지역 학교 교사들의 리더십 IQ 인지 수준보다 높다. 성별로는 여교사가 인지하는 학교장 리더십 IQ가 남교사보다 높다. 둘째, 학교장의 리더십 IQ와 교사집단의 응집성을 알아보기 위해 두 변인간의 상관관계를 분석한 결과, 양변인 하위요인간에 모두 전체적으로 하위 수준 1% 미만의 정적 상관관계를 보이고 있다. 따라서 학교장의 리더십 IQ와 교사의 응집성 간에는 상관관계가 존재함을 알수 있었으며 특히 학교장의 지도성 하위 요인 중 연결능력, 협상능력, 시너지 효과 촉매능력과 응집성과는 상관관계가 p〈.001수준에서 높게 나타나 유의미한 영향을 보이고 있다. 셋째, 지도성 관련 변인군이 응집성에 미치는 영향과 변인들의 상대적 기여도를 알아보기 위해 지도성관련 변인군으로 선정된 변인을 독립변인으로 설정하고 응집성을 종속변인으로 설정하여 지도성 관련 특성들로 구성된 변인들의 응집성에 대한 중다회귀 분석 결과 연결능력, 협상능력, 시너지 효과 촉매능력 변인이 응집성에 유의미한 영향을 끼치고 있다. 즉 연결능력, 협상능력, 시너지 효과 촉매능력이 높을수록 교사집단의 응집성도 긍정적으로 작용할 수 있다고 보고 있다. 따라서 학교장의 경우 응집성을 높이기 위해서는 위 세부분의 능력 개발에 역점을 두어야 할 것으로 나타났다. The purpose of the study is to analyze the principal's leadership IQ and teachers' cohesiveness. For that purpose, this researcher sets the following study questions. 1) What is the difference in principal's leadership IQ according to the characteristics of school and individual backgrounds? 2) How is principal's leadership IQ correlated to teachers' cohesiveness according to the characteristics of school and individual backgrounds? 3) What influences does principal's leadership IQ make on teachers' cohesiveness? For this study, the questionnaires were distributed to 713 teachers of elementary, junior high, and senior high schools in Jeju-do. For the first question, this researcher subclassified principal's leadership IQ into 8 variables and teachers' cohesiveness into 4 variables. F-test and t-test were used for analyzing by school level, school location, and sex. For the second question, this researcher analyzed the correlation between the two factors and for the third question, regression was used. Based on the data analysis of this study, the following findings can be obtained. The result suggest that it turns out that leadership IQ perceived bysenior highschool teachers is highest, and leadership IQ by junior highschool teachers is the lowest. By school location, teachers in downtown have higher leadership IQ perception than teachers in suburbs. By sex, female teachers have higher principal leadership IQ perception than male teachers. Second, there is significant correlation between principal's leadership IQ and teachers' cohesiveness. Especially the abilities of connection, negotiation, and catalyzer synergy among principal's leadership factors are closely related to teachers' cohesiveness at p<.001. Third, the researcher set leadership-related variables as independent variables and cohesiveness as subordinate variables. The regression shows that the abilities of connection, negotiation, and catalyzer synergy have an significant influence on teachers' cohesiveness. That is, as the abilities of connection, negotiation, and catalyzer synergy are high, teachers show high cohesiveness. Therefore, in order to elevate teachers' cohesiveness, principals need to improve the three abilities.

최우수 직업훈련 기관장의 리더십 특성에 관한 질적 연구

신소영 한국기술교육대학교 테크노인력개발전문대학원 2014 국내석사

The objective of this study is to explore and introspect life paths, individual characteristics, and leadership characteristics of the successful vocational training institution principals. To do so, in-depth interviews were conducted with 8 principals, who fitted into what was defined as the successful institution principals by this study. Interview contents were analyzed using the grounded theory approach. As a result of open coding, 42 concepts, 32 subcategories, and 9 categories were derived. Through the integrated analysis process of axial coding and exploration of relationships among individuals, organizations, and society. The results according to the 9 categories are as following: First, the successful principals were heavily influenced by family members who were either doing business or engaged in educational sector. Moreover, they gladly volunteered to help others and most of them had successful experience in the educational field. These were the factors that motivated them to work in the ‘vocational training field’. Second, the principals participated in vocational training from the initial stages or were at least involved in the trainings for a long-term. When new training systems were implemented, many of them were the initiators of these. They were the ‘vocational training pioneers’ of Korea. Third, the principals settled down as the genuine ‘vocational trainers’, operating institutions with passion and sincerity. Throughout this process, they were able to enjoy and continuously learn about different values. Fourth, the principals overcame difficult moments of the past with other members and thus felt proud for the fact that they succeeded as ‘vocational training leaders’. Fifth, the principals were not only energetic, passionate, sincere, and diligent but also positive and modest. In addition to these, they were the people with ‘internal’ characteristics, who had strong patience and ability to introspect. Sixth, in the relationship with the others, the principals loved conversations and always were ready to hear others’ opinion. Also, they were easygoing and thoughtful of others and did not have any consciousness of authority. The fact they were able to not only understand others but also encourage and sympathize with them was another big characteristic. Seventh, analyzing principals’ ‘individual leadership characteristics’, it was found out that they had strong confidence in what they were doing and that they had remarkable self-analysis ability. Another characteristic that could be found was the fact that they were continuously studying to prepare for the future and were always taking the initiative to set an example for the others. Eighth, the 'characteristics of leadership in the organizational level' are summed up as the following. The principals were considering the members as one family and were giving them suggestions on different visions. In order to operate the organization, the principals were constantly motivating the others and sometimes even allowed the others to take authority over them. Furthermore, they were always conforming to the principles, considering communication to be important, and solving different problems rationally. Ninth, the principals were carrying out 'public leadership in the social relationship'. In other words, they were contributing to the community by understanding the social responsibility of training institutions and carrying out different social roles. Also, they were embracing the vocational training as their vocation and not as a mean to gain profit. The followings are the explanations based on the 'individual-organzational-social relationship based leadership model', which is deduced through analyzing the 'characteristics of successful Vocational Training Institution principals' leadership'. First, in the organization-individual relationship, the principal was considering the members as ‘one family’ and at the same time as ‘new family’. Indeed, based on a new form of familism, the principal shared infinite affection with both the trainees and the staffs. This means that the principal, staffs, and trainees were in ‘one another family’ and their relationship was mutually beneficial. In the relationship with the members, the successful principal was a ‘new familist’, leading each other and sometime having each others’ back. Second, in the individual-society relationship, the principal was operating the institution not to gain profit but for the purpose of serving the society, based on the humanism. This humanism started off with sharing love and providing service towards the trainees and staffs and further expanded into serving the local area and even the whole country. In the social relationship, the principal was a ‘humanist’ who considers people as his first priority and provides service. Third, in the organization-society relationship, the principal wanted something more than just simply train technicians or professionals through the training institution. Indeed, the principal wanted to implement true education. This is possible because the principal considers his job as a duty appointed by the god that he ought to carry out. They were ‘true educators’, who want to implement true education based on vocation. Eventually, the principals encompass these characteristics in integrated and organic way to be qualified as one of the ‘successful vocational training institution principal’ and to exercise the role of ‘true vocational training leaders’. This study explores dynamics of the field of vocational training and various relationships and contexts arising within them, on which to put into perspectives the characteritics of leadership displayed by successful vocational training institution principals. The result of this study not only plays the role of a compass that helps the principals of vocational institutions to decide direction for human focused 본 연구의 목적은 최우수 직업훈련 기관장의 리더십 특성을 이해하기 위하여 그들의 삶의 경로와 개인적 특성 및 리더십 특성을 통합적으로 탐색 하고 성찰하는 것이다. 이를 위하여 연구에서 정의한 최우수 직업훈련 기관장 8인을 대상으로 심층 인터뷰를 실시하였고 인터뷰 내용은 근거이론 (grounded theory)에 기초하여 분석하였다. 개방코딩 결과 42개의 개념, 32개의 하위범주, 9개의 범주가 도출되었고 축코딩과 연관관계 모형 분석의 통합적 분석의 과정을 통해 범주 간의 관계를 보다 입체적으로 분석하였다. 9개의 범주를 토대로 연구 결과를 정리하면 다음과 같다. 첫째, 최우수 기관장들은 사업을 하거나 교육에 종사하고 있는 가족이나 친척의 영향을 강하게 받았다. 또한 사람을 돕는 것을 선호하였고 교육 혹은 강의에서의 성공경험을 갖고 있었다. 이와 같은 사실들이 ‘직업훈련을 선택하게 된 동기’가 되었다. 둘째, 기관장들은 직업훈련에 장기적으로 참여하거나 초창기부터 참여 하였다. 신규 훈련 제도 도입 시 최초 운영을 하는 경우도 많았다. 그들은 한국의 ‘직업훈련 개척자’였다. 셋째, 기관장들은 열정과 진정성을 지니고 기관을 운영하면서 진정한 의미의 ‘직업훈련인으로 정착’했다. 그리고 그 과정에서 지속적으로 직업훈련에 재미를 느끼고 보람과 가치를 깨달았다. 넷째, 기관장들은 직업훈련의 역사 속에서 맞은 위기를 구성원들과 함께 극복했고 결국 ‘직업훈련 리더로 성공’하였다는 자부심을 느꼈다. 다섯째, 기관장들은 열정과 에너지가 많았고 근면하고 성실하였다. 또한 긍정적이고 겸손한 사람들이었다. 이와 함께 인내심이 강하고 자기성찰을 하는 ‘자기 내인 특성’을 가지고 있었다. 여섯째, 기관장들은 ‘타자와의 관계’에 있어 대화를 좋아하고 경청하는 자세를 지녔다. 또한 소탈하고 권위의식이 없었으며 타인에 대한 배려가 강했 다. 타인을 깊이 이해하고 공감해주며 격려와 지지하는 성향을 가진 점도 커다란 특성이었다. 일곱째, 기관장들의 ‘개인적 리더십 특성’은 업무에 대한 자신감이 있고 자기 분석력이 뛰어난 것으로 정리되었다. 또한 미래에 대비하기 위하여 지속적으로 학습을 하고 솔선수범한다는 특성도 지니고 있었다. 여덟째, ‘조직 차원의 리더십 특성’은 다음과 같이 요약되었다. 기관장들은 구성원들을 가족으로 여기고 있었으며 그들에게 비전을 제시하고 있었 다. 조직을 운영하기 위해 끊임없이 동기 부여를 하고 때로는 권한을 위임하기도 했다. 또한 원칙을 준수하고 의사소통을 중시하였으며 합리적으로 문제해결을 하고 있었다. 아홉째, 기관장들은 ‘사회적 관계에서 공공 리더십’을 수행하고 있었다. 즉, 훈련기관의 사회적 책임을 인식하였고 사회적 역할을 수행하는 방식 으로 지역사회에 기여하고 있었다. 또한 생계나 영리의 수단이라기 보다는 천직으로 직업훈련을 받아들이고 있었다. 이와 같은 최우수 직업훈련 기관장의 리더십 특성을 분석 과정을 통하여 도출된 ‘개인-조직-사회적 관계 중심 리더십 모형’을 토대로 설명하면 다음과 같다. 첫째, 개인-조직 관계에서 기관장은 구성원들을 ‘한가족’이면서 ‘새로운 가족’으로 여기고 있었다. 즉, 새로운 형태의 가족주의(new familism)에 근간을 두고 훈련생과 직원을 가리지 않고 무한애정을 주고받았다. 따라서 기관장-직원-훈련생은 ‘또 하나의 가족’이었으며 이들의 관계는 상호호혜적인 것이다. 최우수 기관장은 구성원과의 관계에서 가족과 같이 서로가 서로를 이끌고 때로는 뒷받침하고 있는 ‘신가족주의자(new familist)’였다. 둘째, 개인-사회 관계에서 기관장은 이윤이나 영리를 추구하기 위해서가 아니라 인본주의(humanism)에 근거하여 사회에 봉사하는 의미로 기관을 운영하고 있었다. 이러한 인본주의는 훈련생과 직원에 대한 봉사와 사랑 에서 출발하여 지역사회, 더 나아가 국가에 이바지 할 수 있도록 넓게 확장되었다. 결국 기관장은 사회적 관계에서 사람을 최우선으로 여기며 봉사를 실천하는 ‘인본주의자(humanist)’였다. 셋째, 조직-사회 관계에서 기관장은 훈련기관을 통하여 단순히 기능인 이나 직업인을 양성한다는 차원을 넘어 참된 교육을 실천하고 싶어 했다. 그것은 자신의 일을 하늘이 준 것이고 마땅히 해야 하는 일로 받아들이고 있었기에 가능한 것이다. 그들은 소명의식(vocation)에 근거하여 진정한 교육을 실현하고 싶어 하는 ‘참교육자(true educator)’였다. 결국 이러한 리더십 특성들이 통합적이고 유기적으로 어우러져 ‘최우수 직업훈련 기관장’에 이르게 되었고 ‘진정한 직업훈련 리더’의 역할을 수행할 수 있었던 것이다. 본 연구는 직업훈련 현장의 역동과 그 속에서 비롯되는 다양한 관계 및맥락에 기반 하여 최우수 직업훈련 기관장들의 리더십 특성을 통합적으로 조명하였다는 데 그 의의가 있다. 본 연구 결과가 기관장들이 인간 중심의 직업훈련 방향을 설정할 수 있도록 나침반 역할을 하고 기관장과 구성원 간의 관계에 깊은 통찰을 주며 나아가 직업훈련의 사회적 책임 수행에 기여할 것으로 기대한다.