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http://dx.doi.org/10.5762/KAIS.2018.19.10.37

The Effectiveness of Teacher's Leadership, Class Climate and Friendship on Academic Attitudes in the Elementary School Students  

Lee, Jayoung (Department of Counseling Psychology, Hanyang Cyber University)
Jung, Eun-Sun (Division of Teaching Profession, Halla University)
Seo, Mi (Korea Youth Counseling & Welfare Institute)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.19, no.10, 2018 , pp. 37-45 More about this Journal
Abstract
The purpose of this study was to investigate the impact of a teacher's leadership (initiating and consideration), class climate, and friendship on academic attitudes. In order to accomplish this, 1,533 elementary school students were recruited. Descriptive statistics and path analysis were employed to examine relationships. The major findings of this study are as follows. First, there were positive correlations between academic attitudes and the teacher's leadership, class climate, and friendship. Second, results of path analysis illustrated that a teacher's leadership consideration indicator had a direct impact on class climate, friendship, and academic attitudes. Furthermore, the teacher's leadership consideration indirectly affected academic attitudes through mediation of class climate and friendship. However, the teacher's leadership initiating indicator did not have a direct impact on class climate, friendship, and academic attitude. The indices of the best fit model for these variables were adequate (GFI, NFI, CFI > 0.90). This study shows that the teacher's leadership consideration is the significant predictor for elementary school students' class climate, friendship, and academic attitudes. Finally, the meaning and limitations of this research, and its implications on academic assistance and intervention, are discussed in detail.
Keywords
teacher's leadership_initiating; teacher's leadership_consideration; class climate; friendship; academic attitude;
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