학교장의 지도성 유형에 따른 학교경영 효과성 탐색 = (A) study on effectiveness of school management by the type of principal's instructional leadership

다국어 초록 (Multilingual Abstract)

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.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 지도성 이론 = 5
• 2. 학교경영의 효과 = 14
• 3. 지도성과 학교경영 효과 = 22
• 4. 선행연구 고찰 = 29
• Ⅲ. 연구의 방법 = 34
• 1. 연구 대상 = 34
• 2. 측정 도구 = 34
• 3. 자료의 처리 = 36
• Ⅳ. 결과해석 및 논의 = 37
• 1. 연구결과 해석 = 37
• 2. 논의 = 46
• Ⅴ. 요약 및 결론 = 48
• 1. 요약 = 48
• 2. 결론 = 50
• 참고문헌 = 52
• 부록-1 = 55