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교장의 도덕적 지도성이 교사집단의 응집성에 미치는 영향 원문보기
(The) influence on the teachers' group cohesiveness by the principals' moral leadership

  • 저자

    김강진

  • 학위수여기관

    경북대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육행정전공

  • 지도교수

  • 발행년도

    2004

  • 총페이지

    v, 87p.

  • 키워드

    교장 지도성 교사집단;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10045657&outLink=K  

  • 초록

    This study was carried out for the purpose of verifying the influence on the teachers' group cohesiveness by the principals' moral leadership. To achieve the purpose of this study mentioned above, the specific purposes were set up as follows; 1. To verify the difference in the teachers' perception of the principals' moral leadership according to the background factors of the principals and the schools. 2. To verify the difference of their group cohesiveness according to the background factors of the principals and the schools. 3. To analyze how much the principals' moral leadership influences the teachers' group cohesiveness. To fulfill the purpose of the study, two kinds of questionnaire were used. One is a MLDQ(Moral Leadership Description Questionnaire which was developed by Myung, Je Chang.) for surveying the teachers' perception degree on the principals' moral leadership. The other is for surveying the teachers' group cohesiveness. MLDQ has six variables which are honesty, a sense of duty, fairness, responsibility, empowerment, and vision. Each has four questions. Questionnaire for the teachers' group cohesiveness has four variables which are the motivation of the group members, the willingness, the interaction, and the cohesion. In the case of the teachers' perception degree on the principals' moral leadership, the results of the study are as follows; 1. According to the school size, among the subordinate variables of the principals' moral leadership, only the variable, honesty showed the significant difference according to the school size. The teachers in the medium-sized school which has 16 to 33 classes evaluated the principals' moral leadership the most highly. 2. According to the principals' principalship career, the five subordinate variables except for the variable, fairness, of all the six variables for the principals' moral leadership showed statistically significant difference. The teachers' perception on the principals' moral leadership working in the school whose principal's principalship career was less than two years was the highest. 3. Whether the principal had career as a supervisor or not, the principal's moral leadership with career as a supervisor was perceived higher than that without career as a supervisor. In the case of the teachers' perception degree on the teachers' group cohesiveness, it did not show statistically significant difference according to the background factors of the principals and the schools. In the case of the relationship between the principals' moral leadership and the teachers' group cohesiveness, they had positive correlation at the medium level. In the case of the influence on the teachers' group cohesiveness by the principals' moral leadership, the three variables, responsibility, honesty, empowerment, of the six variables of the principals' moral leadership had statistically significant influence upon the teachers' group cohesiveness at the level of about 30.9% through multiple regression analysis using stepwise method. Responsibility showed 27%, honesty did 3% and empowerment did 0.9%.


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