초등학교 교장·교감의 지도성 유형이 학교 교육 활동에 미치는 영향에 관한 연구 : 경기도 북부지역 초등학교를 중심으로 = Study on the effects of leadership by elementary school principals and assistant principals in respect to their school's educational activities : with focus on the elementary school in the northern part of gyeonggi province
저자
발행사항
화성 : 수원대학교 경영대학원, 2005
학위논문사항
학위논문(석사)-- 수원대학교 경영대학원 : 인사관리전공 2005. 8
발행연도
2005
작성언어
한국어
주제어
KDC
375.213 판사항(4)
DDC
372.11 판사항(21)
발행국(도시)
경기도
형태사항
iii, 89p. ; 26cm
일반주기명
참고문헌: p. 75-77
소장기관
The object of the present study is to understand the characteristics of leadership that boost a school's educational activities, by analyzing the effects wrought on a school's educational activities by the combined leadership techniques pursued by elementary school principals and assistant principals, as recognized by teachers on staff.
In order to achieve this research goal, the following research questions have been devised.
1. How do the combined leadership techniques pursued by elementary school principals and assistant principals, as recognized by teachers on staff, affect the school's educational activities? Both literature studies and field research was performed to resolve these questions. In literature studies, the theoretical background of the study was established by examining related literature and former studies. In interview research, structured interviews designed by the researcher under the advice of the supervising professor were implemented. A total of eighty teachers, four each from ten (those with superior school operation) and two each from other ten (those with inferior school operation) were sampled and interviewed. The selection was based on evaluation materials in the Northern region of Gyeonggi Province Education Office, teachers, and the school inspector. Selective questions were analyzed by the frequency and descriptive answers and interview contents were used to analyze the results.
The research results gained through the above process can be summarized as follows:
1. The effects of the combined leadership characteristics of principals and assistant principals at schools in which educational activities are superior:
First, the task-oriented approach of both the principal assistant principal is superior in terms of local community, external activities, career guidance and advice for class. Such an active performance of the principal and the assistant principal, professional knowledge and external leadership play a role in lifting teachers' pride, thus affecting a school's educational activities affirmatively.
Second, the task-oriented approach of the principal and harmony-oriented approach of the assistant principal are viewed as superior in evaluations of the school and class management, school event directions, facility support and class environment support. This leadership, even though it becomes a minor burden to academic teaching, brings affirmative effects by providing considerations of achievement to a school's educational goals.
Third, the harmony-oriented approach of the principal and task-oriented approach of the assistant principal are superior in respect to curriculum management supervising. These leadership characteristics make for a superb curriculum management capacity of the assistant principal, who works closely with teachers and is helpful in terms of the curriculum application of teachers' classes.
Fourth, the harmony-oriented approach of both the principal and assistant principal are superior in view of a school's educational goal set-up, management policy, personnel management of teachers, home class and duty allocation, teachers' on-duty and off-duty activities and school budget planning and management. The open and democratic management of the principal and the assistant principal form a trusty relationship among teachers, and open implementation of the budget stimulates active involvement in educational activities, raising the effects of a school's education activities with increased responsibilities.
Therefore, the leadership approach of the principal and the assistant principal, who are active in a school's educational activities, should be more based on harmony-oriented leadership, by absorbing the opinions of teachers and all the other local communities. They should continuously develop themselves to attain a firm philosophy and professional knowledge in overall school administrative matters, such as local community, external activities, student career counseling, class operation capacity, school event supervising, facility support, etc.
2. The effects of the combined leadership characteristics of principals and assistant principals at schools in which educational activities are not superior:
First, the task-oriented approach of both the principal and assistant principal is superior in respect to teachers' on-duty and off-duty activities, school and class management evaluation, school event supervising and school budget planning and operation. For school educational activities, where a convergence of opinions is needed, the one-way orders and arbitrary leading characteristics make communication among the teachers impossible and increase complaints, badly affecting the school's performance.
Second, the task-oriented approach of the principal and harmony-oriented approach of the assistant principal are superior in terms of the personnel management of teachers and home class and work allocation. These leading characteristics manage personnel administration without reflecting teacher opinions, and therefore cooperation among different duties is not performed well.
Third, the harmony-oriented approach of the principal and task-oriented approach of the assistant principal are superior in respect to a school's education goal set-up, management policy set-up, and class operation capacities. In this case, the task-oriented leadership approach of the assistant principal reduces the principal's school management activities and incites conflict between teachers and the assistant principal, downgrading the school's educational activities.
Fourth, the harmony-oriented approach of both principal and assistant principal are superior in respect to local communities, external activities, curriculum operation, student career advice, school facility support and class environment support. In this case, both the principal and the assistant principal react to external activities idly and passively, thus down-grading work efficiency. It also hurts teachers' self-esteem by over-emphasizing the parents of students, and therefore slows down a school's education activities. The personnel management, work allocation and closed budget operation, for which all the opinions of the school members must be considered, are not opened, and the bureaucratic leadership approach lowers the efficiency of general education activities.
Therefore, both principals and assistant principals should learn the knowledge and techniques to foster appropriate human relationships, and should give trustworthy feedback to teachers with a proper level of compliments and rewards. They should try to strengthen external relationships and adapt teachers' opinions as much as possible, so that the instructors feel responsible as budget users. Leadership that respects principles and seeks for harmony in personnel management would heighten the effects of school educational activities. Therefore, principals and assistant principals need to put efforts towards the implementation of a harmony-oriented leadership approach and task-oriented leadership approach in the appropriate balance.
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