• 한국문헌정보학회지
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• 제52권3호
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• pp.91-119
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• 2018

본 연구에서는 대학도서관 중간관리자의 리더십 역량을 측정하기 위한 리더십 척도를 개발하였다. 문헌분석을 통해 대학도서관 중간관리자의 리더십 척도 개발을 위한 상위영역, 하위영역 및 질문항목을 선정하고, 1, 2차에 걸친 델파이 조사를 실시하여 리더십 척도 항목을 도출하였다. 설문조사는 1, 2차 델파이 조사결과 도출된 리더십 척도의 축소모형을 개발하기 위해 수행되었다. 수행된 연구결과를 바탕으로 대학도서관 중간관리자를 위한 리더십 척도를 세 가지 형식으로 제안하였다. 본 연구는 선행연구를 바탕으로 대학도서관 실무자들로부터 수집한 경험적 자료를 토대로 대학도서관 중간관리자 리더십 역량의 구성요인을 체계화하였고, 리더십 평가의 주체를 구성원이 평정하는 방식을 제안하였다. 개발된 척도는 리더십 역량 개발을 위한 기초자료로 활용될 것이다.

• 간호행정학회지
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• 제19권3호
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• pp.394-403
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• 2013

Purpose: The purpose of this study was to identify self-leadership and attitude to patient falls and fall prevention behavior in nurses. Methods: The participants were 178 nurses from two general hospitals in Seoul. Data were collected from March 20 to May 10, 2012 using structured questionnaires which included a Self-leadership scale, Fall attitude scale, and Fall prevention scale. Data were analyzed using descriptive statistics, Pearson correlation and Hierarchial multiple regression with the SPSS/WIN 20.0 program. Results: The mean score for nurses' self-leadership was 3.48 (5 point scale). The average reported fall attitude was 3.59 (5 point scale) and fall prevention behavior was 3.26 (4 point scale). Self-leadership had a 18% explanatory power in fall attitude and a 5% explanatory power in fall prevention behavior. The factors which influenced fall prevention behavior were nurses' fall attitude (${\beta}$=.21, p=.009), fall prevention education (${\beta}$=.20, p=.007) and self-leadership (${\beta}$=.16, p=.047). All of the factors together had a 13.1% explanatory power. Conclusion: The results of this study suggest that provision of regularly fall prevention education to nurses is required and should include a program to activate their positive attitude and self-leadership in order to improve fall prevention behavior in nurses.

• 수산해양교육연구
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• 제28권1호
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• pp.150-161
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• 2016

The purpose of this study was to investigate the relationship among kindergartens' organizational culture, directors' transformational leadership, teachers' creative personality and teaching flow. The participants of this study were 289 kindergarten teachers in Busan. They completed the survey questionnaire composed of kindergartens' organizational culture scale, directors' transformational leadership scale, teachers' creative personality scale and teaching flow scale. The collected data were analyzed by descriptive statistics, Cronbach's alpha, Pearson's correlation, and multiple regression. The results were as follows: First, there were significant relations among kindergartens' organizational culture, directors' transformational leadership, teachers' creative personality and teaching flow. Second, kindergartens' organizational culture, directors' transformational leadership and teachers' creative personality affected teaching flow of kindergarten teachers. From the findings, it can be suggested that kindergartens' organizational culture, directors' transformational leadership and teachers' creative personality are critical variables to improve teaching flow of kindergarten teachers.

• 간호행정학회지
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• 제16권2호
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• pp.143-151
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• 2010

Purpose: This study was conducted to define nurses' level of self-leadership, self-esteem, and organizational effectiveness, and to examine relationships among above variables. Methods: The subjects of this study were 313 nurses from two general hospitals located in Seoul Metropolitan area in Korea. The data was collected by self-reported instruments: Self-leadership scale, Self-esteem scale, Job satisfaction scale, Organizational commitment scale, and Turnover intention scale, Data was analyzed by descriptive statistics, Pearson correlation coefficient, and stepwise multiple reg res don u dng SPSS-PC program, Results: The average scores of variables were; self-leadership, 3,72/5,00 self-esteem, 3,76/5,00 Job satisfaction, 3,36/5.00 organizational commitment, 3.29/5.00 and turnover intentioncri 2.94/5,00, Self-leadership was dgnificantly correlated to self-esteem, job satisfaction, organizational commitment, and turnover intention. Self-leadership, job satisfaction, and turnover intention explained 52.3% of organizational commitment. Self-leadership and organizational commitment explained 43% of turnover intention. Conclusions: It is recommended to develop standardized self-leadership curriculum in the nursing school to build a foundation of self-leadership from undergraduate nursing students, Educational programs are needed that promote nurses' self-leadership as regular continuing education. Organizational effectiveness would be improved by providing programs to enhance nurses' self-esteem, educational motivation, and organizational commitment, which boost self-leadership.

• 간호행정학회지
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• 제7권1호
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• pp.41-51
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• 2001

Today's health care environment is rapidly changing and nurse administrators' leadership styles need to identify in nursing organization to achieve organizational objectives. By Bass(1985), transformational leadership stimulates the subordinates to be creative and achieve organizational objectives and is related to job satisfaction, job involvement, productivity, and organizational commitment. Transformational leadership process consists of charisma, intellectual stimulation, individual consideration. The purpose of this study is to identify the effect of transformational leadership and personal characteristics on nurses' organizational commitment. The subjects for this study consisted of 594 nurse from 8 University Hospitals and General Hospitals. The data were collected by personal characteristics scale, transformational leadership scale, and organizational commitment scale. The factor analysis, Cronbach's alpha analysis, Pearson correlation analysis, multiple regression analysis and hierarchical multiple regression analysis were used for the statistical method. The results of this study were found that (1) charisma dimension of transformational leadership has positive influence on nurses' organizational commitment; but another two dimensions(intellectual stimulation and individualized consideration) did not showed significant effect on organizational commitment (2) nurses' personal characteristic(internal locus of control) moderated the effect of transformational leadership on organizational commitment.

• 한국보건간호학회지
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• 제15권2호
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• pp.249-261
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• 2001

Today's health care environment is rapidly changing and nurse administrators' leadership styles need to identify in nursing organization to achieve organizational objectives. By Bass(1985), transformational leadership stimulates the subordinates to be creative and achieve organizational objectives and is related to job satisfaction, job involvement, productivity, and organizational commitment. Transformational leadership process consists of charisma, intellectual stimulation, individual consideration. The purpose of this study was to identify the effect of transformational leadership and personal characteries on nurses' job involvement. The subjects for this study consisted of 594 nurses from 8 University Hospitals and General Hospitals. The data were collected by personal characteristics scale, transformational leadership scale, and job involvement scale. The factor analysis, Cronbach's alpha analysis, Pearson correlation analysis, multiple regression analysis and hierarchical multiple regression analysis were used for the statistical method. The results of this study were found that (1) charisma dimension of transformational leadership has positive influence on nurses' job involvement ; but another two dimensions (intellectual stimulation and individualized consideration) did not showed significant effect on job involvement (2) nurses' personal characteristic (internal locus of control) moderated the effect of transformational leadership on job involvement.

• 한국보육지원학회지
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• 제13권1호
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• pp.65-83
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• 2017

Objective: The purpose of this study was to examine the mediating effect of teaching flow on the relationship between director's servant leadership and early childhood teachers'happiness. Methods: The subjects in this study were 241 early childhood teachers in Busan and South Gyeongsang Province in South Korea. Three different inventories were utilized. The Servant Leadership Scale, Teaching Flow Scale and Happiness Scale were used. As for data analysis, SPSS & AMOS 21.0 and PROCESS macro were utilized. Results: First, the director's servant leadership, teaching flow and happiness of the teachers were all above average, and there was a significant positive correlation between their total scores of servant leadership, teaching flow and happiness. Second, The teaching flow was found to have a partial mediation effect on the on the relationship between director's servant leadership and happiness of the early childhood teachers. Conclusion/Implications: These results indicate that effort to promote director's servant leadership and teaching flow is needed to promote early childhood teachers'happiness.

• Human Ecology Research
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• 제51권5호
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.658-667
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• 2020

본 연구의 목적은 목회현장에서 활용할 수 있는 측정도구로 서번트리더십 척도를 개발하는 것이다. 이를 위하여 먼저 기독교 전통과 목회장면에 나타난 서번트리더십을 분석하고, 서번트리더십 측정과 관련된 이론적 배경을 탐색하였다. 선행연구에서 추출한 문항을 바탕으로 366명의 크리스챤을 표집하여 척도 타당화 과정을 수행하였다. 연구결과, 첫째, 구약 및 신약성경의 전통 속에 나타는 서번트 리더십의 특징을 분석한 후, 예수 모델을 통해 서번트리더십의 지향점을 모색하였다. 둘째, 목회용 서번트리더십의 구성요인으로 '나눔', '섬김', '돌봄', '낮춤', '이끔'의 5가지 요인으로 구성된 최종 23문항을 개발하였다. 셋째, 타당도가 검증된 본 목회용 서번트리더십 척도는 목회장면에서 수행하는 서번트리더십 프로그램을 평가하는 데 기여할 것이다.

• 가정과삶의질연구
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• 제34권1호
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• pp.49-63
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• 2016

This study was conducted to investigate a correlation of factors that have an influence on the happiness of college students, and to investigate the effect of factors on happiness of college students by analyzing the structure of influencing factors of happiness. To this end, 430 freshmen in college were selected and tested on character, self-esteem, self-leadership, and happiness. The measurement tools used in this study were the 30 questions of Character Scale that Choi Min-Soo and Im Eun-Young(2013) developed and modified by Im Eun-Young(2015), a Self-Leadership Scale of Manz(1998) classified into behavioral strategy and cognitive strategy that Wang Ji-Seon(2011) translated and modified. a Self-Esteem Scale(SES) of Rosenberg(1986) that the researcher modified and used, and The Oxford Happiness Questionnaire of Hills and Argyle(2002) that Choi Yo-Won(2002) translated and the researcher modified. According to the research result, for correlation with happiness, self-esteem was .86, self-leadership was .74, and character was .66, and for correlation with self-leadership, character was .70, self-esteem was .66, and correlation between character and self-esteem was .57. Secondly, for direct effect on happiness, self-esteem was .62, character as .20, self-leadership was .19, and for direct effect on self-leadership, character was .49 and self-esteem was .38. Thirdly, indirect effect of character on happiness through self-leadership was .94 and indirect effect of self-esteem on happiness through self-leadership was .73. Through these research results, it was identified that character, self-esteem, and self-leadership of college students are the influencing factors on happiness, and that self-esteem is the biggest influencing factor on happiness of college students among the three variables. The results of this study suggested that university students' personality had a positive relationship with self-esteem and that university students' personality, self-esteem, and self-leadership altogether had a direct influence on happiness. Moreover, both personality and self-esteem of university students had an indirect influence on happiness through their self-leadership.