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여성 학교장의 리더십 특성 분석 원문보기

  • 저자

    최미섭

  • 학위수여기관

    공주대학교 대학원

  • 학위구분

    국내박사

  • 학과

    교육행정전공

  • 지도교수

    임연기

  • 발행년도

    2014

  • 총페이지

    iv, 218 p.

  • 키워드

    여성학교장 리더십;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13532695&outLink=K  

  • 초록

    Although women are beginning to enter leadership positions in schools, only a small percentage of female principals works in this predominately male-dominated position, and disparity still remains. The purpose of this study was to analyze the leadership characteristics of female principals in order to broaden an understanding of the qualities of these educational administration leaders, and to suggest how to further develop their leadership skills. The research questions addressed were: (a)Which types of leadership do female principals exhibit? (b)What do female principals perceive to be their strengths and weaknesses? (c)What do female principals perceive to be the differences in the leadership characteristics of male and female principals? (d)What do female principals perceive to be the major barriers to women achieving school leadership positions? (e)What are the best practices being used by female principals to develop their leadership skills? The results of the research and analysis were as follows: The first research question sought to identify the leadership types of female principals. The participants scored higher in the transformational leadership factors than the transactional leadership factors, as measured by the Multifactor Leadership Questionnaire (MLQ). The second, research question aimed to discover the perceived strengths and weaknesses of female principals. The perceptions of the participants regarding their strengths related to the affective domain, such as love of the teaching profession, passion and efforts, leading change, recognition and compliments, encouragement and consideration, warm charisma, initiative, and positive human relationships. The female principals also included educational philosophy, professionalism, and communication skills among their strengths. On the one hand, female principals' weaknesses were perceived to be greed, lack of coping during crises, inflexibility, lack of understanding of facilities management, maladaptation of drinking culture, narrow personal relationships, and difficulties with political activities. The third, research question sought to discover what female principals perceived to be the differences in the leadership characteristics of male and female principals. Some of the participants said that rather than viewing leadership characteristics as gender specific, the differences were more related to personality than gender. Other participants stated that female principals have a tendency to pay more attention to details, and approach tasks with more softness and a nurturing attitude. The participants stated that female principals may be more likely to multitask, which may be a result of typical female roles such as taking care of children, running a household, and holding a full-time job. The participants perceived male principals' as quicker to make intuitive decisions, more authoritarian, and more disposed to integrated thinking. The fourth, research question pertained to what female principals perceived to be the major barriers to achieve school leadership positions. Attitudes and beliefs concerning women's gender roles in education, and masculine superiority, bias, and discrimination against women were cited as possible barriers. The fifth, research question sought to discover the best practices currently being used by female principals to develop their leadership skills. The best practices identified were collaboration with as strong role- models, education program seminars, and books and written resources. This study also identified a distinct lack of a formal system to develop the leadership of female principals, and suggests what steps should be taken for developing their leadership skills. Based on the results of this research, the leadership characteristics of female principals can be expressed metaphorically: Leadership of female principals is “Sum River Leadership”. This metaphor reflects three characteristics of female principals' leadership: subtle and strong, clean and conscientious, and dedicated. This study found positive perceptions toward the characteristics of female principals and those perceptions certainly will have a significant impact on the field of education. Future research should be conducted in this area to further explore how to effectively develop the leadership skills of female principals.


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