The Analysis on Type of Perception of Principal’s Leadership in Korea - Usage of Potential Growth Models

국문 초록 (Abstract)

[연구목적] 이 연구는 리더십에 대한 새로운 접근을 시도한 연구로서 학교장의 리더십이 시간에 따라 다르게 인식되는지 탐색하고자 하였다. 교사들이 동일한 교장에 대해 리더십을 달리 인식하는지, 그리고 그것이 시간에 따라 변화할 수 있는지에 밝히는 것을 목적으로 하였다. [연구방법] 이를 해결하기 위해 본 연구는 학교장의 리더십을 인간 중심 차원과 과업 중심 차원으로 구분하고, 한국교육개발원의 한국교육종단연구(Korea Education Longitudinal Study) 자료를 활용 잠재 성장 모형(Latent Growth Modeling: LGM)을 적용하여 종단적인 분석을 실시하였다. [연구결과] 분석결과, 연령이 낮은 교사, 교직 경력이 짧은 교사, 직위가 높은 교사일수록 학교장의 과업중심리더십을 높게 인식하였다. 반대로 나이가 많고 교직 경력이 오래된 교사, 직위가 낮은 교사일수록 학교장의 과업중심리더십을 낮게 인식하였다. 이러한 경향은 시간이 지남에 따라 변화되지 않았으며, 학교장의 과업중심 리더십을 높게 혹은 낮게 인식하는 요인이 되었다. 그리고 남자 교사와 연령이 높은 교사일수록 학교장이 인화적인 리더십을 더 발휘한다고 인식하였다. 이러한 경향은 시간이 지남에 따라 변화되었는데, 연령이 높은 교사일수록 점차 학교장의 인화적인 리더십이 감소한다고 느꼈다. 여성 교사와 연령이 낮은 교사일수록 학교장의 인화적인 리더십을 낮게 인식하였고, 이러한 경향은 시간이 지남에 따라 변화되었는데, 연령이 낮은 교사일수록 점차 학교장의 인화적인 리더십이 증가한다고 느꼈다. [결론] 이러한 연구결과는 한국 학교 현장에서 학교장 리더십의 실제적 특징을 드러내 줄 뿐만 아니라 리더십의 역동적인 측면을 드러내어 준다는데 그 의의가 있다. 학교장의 리더십은 이상과 같은 특성들을 고려하여 그 이해의 폭을 넓혀야 하고, 학교장은 자신의 리더십이 교사의 배경 특성에 따라 달리 작용하고 있음을 이해하여 이를 효과적으로 보완하려는 노력이 필요하다.

다국어 초록 (Multilingual Abstract)

Purpose: This study as a new approach to leadership attempts to explore whether leadership is perceived differently over time. The purpose is to clarify whether teachers perceive leadership differently in the same principal and whether it can change over time. Methods: To solve this problem, this study divides the principal s leadership into relationship-oriented and task-oriented dimensions, and uses the Korea Education Longitudinal Study data from the Korea Educational Development Institute. The Latent Growth Modeling (LGM) was applied to perform longitudinal analysis. Results: As a result of the analysis, younger teachers, teachers who have shorter teaching experience, and higher-position teachers are more likely to recognize the principal s task-oriented leadership as high. On the other hand, older teachers and teachers in a lower-position are less likely to recognize the principal s task-oriented leadership. This trend has not changed over time. The factors that teachers recognize the principal s task-oriented leadership are their career, age, and position. Also, male teachers and older teachers recognize that the principal is more likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but older teachers feel with time that the principal’s relationship-oriented leadership decreases. Female teachers and younger teachers recognize that the principal is less likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but younger teachers feel with time that the principal’s relationship-oriented leadership increases. Conclustion: The findings are meaningful in that they not only reveal the practical characteristics of school leadership at sites in Korea, but also reveal the dynamic aspects of leadership. The principal’s leadership needs to broaden its understanding by considering the above characteristics, and the principal needs to understand that his or her leadership works differently according to the background characteristics of the teacher, and it is necessary to make efforts to effectively complement it.

목차 (Table of Contents)

• Ⅰ. Introduction Ⅱ. Relationship-oriented leadership and task-oriented leadership Ⅲ. Method Ⅳ. Results Ⅴ. Discussion and Conclusions References

참고문헌 (Reference)

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