한국산학기술학회논문지 (Journal of the Korea Academia-Industrial cooperation Society)

  • 제20권7호
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  • Pages.467-473
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  • 2019
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  • 1975-4701(pISSN)
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  • 2288-4688(eISSN)
한국산학기술학회 (The Korea Academia-Industrial cooperation Society)
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중학교 교사의 분산적 리더십이 교사효능감과 교직헌신도에 미치는 영향

An effects of Distributed leadership on Teacher efficacy and Teaching commitment in middle school teacher

  • 박진희 (전주대학교 일반대학원 교육학과) ;
  • 유평수 (전주대학교 사범대학 교육학과)
  • Park, Jin-Hee (Department of Education, Graduate School of Jeonju University) ;
  • Yu, Pyeong-Su (Department of Education, Jeonju University)
  • 투고 : 2019.04.16
  • 심사 : 2019.07.05
  • 발행 : 2019.07.31
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초록

본 연구의 목적은 중학교 교사의 분산적 리더십이 교사효능감과 교직헌신도에 어느 정도 영향을 미치는지 알아보고, 전체적인 영향력의 크기를 알아보는데 있다. 이를 위해 J지역 중학교 교사 460명을 대상으로 빈도와 백분율을 산출하였으며, t/F 검증을 하고, 일원변량분석과 Duncan 사후검증을 실시하였다. 또한 상관의 정도를 알아보기 위해 Pearson의 적률상관분석과 회귀분석을 실시하였다. 첫째, 분산적 리더십에 대한 중학교 교사들의 배경변인에 따라 인식 수준은 여교사, 평교사, 21년 이상 교사, 사립학교 교사가 높은 것으로 나타났다. 둘째, 분산적 리더십과 교사효능감 및 교직헌신도 간에 상관관계는 통계적으로 정적인 상관관계가 있는 것으로 나타났는데, 교사효능감이 교직헌신도보다 높은 정적인 상관을 보였다. 셋째, 분산적 리더십이 교사효능감 및 교직헌신도 전체의 영향력은 통계적으로 유의미하게 나타났다(41%). 결론은 분산적 리더십의 하위요소가 교사효능감과 교직헌신도와의 하위요소에 유의미한 정적인 상관관계가 있다. 분산적 리더십의 하위요소가 교사효능감의 자기조절효능감과 자신감 요소, 교직헌신도의 교육애 요소를 긍정적으로 설명하고 있다. 분산적 리더십의 하위요소가 교사효능감과 교직헌신도에 미치는 설명력은 학교상황이 27%, 학교장의 리더십이 28%, 교사의 리더십이 28%, 교사의 상호작용이 28%로 나타났다. 추후 교사들의 능력을 학교에서 다양하게 수행할 수 있는 교육환경개선을 위한 교육정책수립이 필요하다.

The purpose of this study is to present the scale of the overall influence by way of investigating how much any sub - elements of middle school teachers' distributed leadership influences any sub - elements of teacher efficacy and teaching commitment. First, there was no statistically significant difference in perceived level on distributed leadership according to the background variables of middle school teachers, but on average, it was shown to be high in female teachers, common teachers, over 21-year-career teachers and private school teachers. Second, there was a statistically positive correlation between distributed leadership and teacher efficacy or teaching commitment. Teacher efficacy showed a higher positive correlation than teaching commitment. Third, the study statistically showed that distributed leadership overall has influence on teacher efficacy and teaching commitment(41%). In conclusion, the study revealed a meaningful positive correlation between sub - elements of distributed leadership and sub - elements of teacher efficacy or teaching commitment, specially self-regulating efficacy, confidence of sub-elements of teacher efficacy, and school love of sub - elements of teaching commitment were positively explained according to the sub - elements of middle school teachers' distributed leadership. The explanatory power of the sub-elements of the distributed leadership on the teacher efficacy and the teaching commitment was 27% in the school situation, 28% in the leadership of the school principal, 28% in the leadership of the teacher, and 28% in the teacher interaction.

키워드

Table 1. Background Variables

SHGSCZ_2019_v20n7_467_t0001.png 이미지

Table 2. Distributed leadership Measuring Tools

SHGSCZ_2019_v20n7_467_t0002.png 이미지

Table 3. Teacher efficacy Measuring Tools

SHGSCZ_2019_v20n7_467_t0003.png 이미지

Table 4. Teaching Commitment Measuring Tools

SHGSCZ_2019_v20n7_467_t0004.png 이미지

Table 5. Distributed leadership differences according to Background variables

SHGSCZ_2019_v20n7_467_t0005.png 이미지

Table 6. The Relationship between Distributed leadership, Teacher efficacy, and Teaching commitment

SHGSCZ_2019_v20n7_467_t0006.png 이미지

Table 7. Effects of the Distributed leadership on Teacher efficacy and Teaching commitment

SHGSCZ_2019_v20n7_467_t0007.png 이미지

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