An Empirical Analysis on the Relationship between Leadership Styles and Motivation in School Organization

국문 초록 (Abstract)

인본주의적 가치관이 등장하고 있는 현대 사회에서 인간 중심의 리더십이 강조되고 있다. 그런데 그 동안 리더십에 대한 연구의 패러다임은 변화하지 못한 실정이다. 대부분의 연구는 조직 구성원의 동기부여는 리더와 구성원간 교환이나 거래적 역할에 의존한다고 보고, 이를 강조하는 거래적 리더십에 치중되어 왔다. 이러한 현상은 학교 조직에서도 예외는 아니다. 최근 들어 조직 변혁의 핵심으로 강조되고 있는 성과급 제도가 이를 입증하고 있다. 본 연구는 학교 조직의 혁신을 위해서는 기존의 거래적 리더십은 한계가 있다는 전제 하에 변혁적 리더십과 거래적 리더십이 학교 조직 구성원들의 동기부여에 미치는 효과를 비교 분석하는 데 목적을 두었다. 이를 위해, 부산지역 고교에 근무하는 교사 175명으로부터 경험적자료를 수집한 뒤 확인적 요인분석 및 회귀분석방법을 이용하여 분석이 이루어졌다. 분석결과, 거래적 리더십을 구성하는 하위변인 중에서는 평가(appraisal), 성과급(merit pay system)이, 변혁적 리더십의 구성변인 중에서는 참여감(participation), 존경심(respect), 상호관계성(relationship), 지원(support) 등 전체 구성변인들이 동기부여에 유의한 영향을 미치는 연구결과를 도출하고 그 함의를 논의하였다. 분석결과, 거래적 리더십과 관련있는 변인들 보다는 변혁적 리더십과 관련있는 변인들이 통계적으로 동기부여 효과가 높은 것으로 나타났다. 따라서 본 연구는 거래적 리더십에 치중하고 있는 학교 조직의 현실에서 조직의 효율성을 높이기 위해서는 변혁적 리더십의 중요성을 경험적으로 제시하고 있다는 점에서 의미를 찾을 수 있다.

다국어 초록 (Multilingual Abstract)

This study has investigated teacher's motivation within schools with having different leadership style, and how leadership styles affect their motivation. For the analysis, a total of 300 surveys were sent and 175 were returned which is a response rate of approximately 58.3%, and the multiple-regression approach was used. According to the results, just two of four transactional attributes analyzed appeared as a significant predictor of stimulating teachers' effort. Of four variables with regard to transactional leadership, the standardized coefficients of Directive and Control oriented appear definitely not to have an influence on teachers' motivation, presenting Directive oriented(B = -.021, p <.057) and Control oriented(B = -.013, p <.051). While Merit pay system(B = .173, p <.002) and Appraisal(B = .127, p <.034) have a little influential effects on the teachers' motivation, explaining the standardized coefficients of Merit pay system(Beta = .161, p
<.002) and that of Appraisal(Beta = .129, p <.034). Even though these factors are a little affecting teacher's motivation, the effectiveness has not been as much as our expectations. Compared to variables concerning transformational leadership, the explanatory influence of those variables is low. In sum, this study might contribute to seeking of new method for teacher's motivation by empirically proving that transformational leadership is much more effective than transactional leadership. In addition, the study might render useful services to the more elaborate and clear perception about the relationship between school leadership and teacher's motivation due to suggesting principles for developing a new integrated model of teacher motivation, encouraging researchers to analyze the variables which are not explained here for more valuable study.

목차 (Table of Contents)

• I. Introduction
• II. Theoretical Debate and Setting Variables
• III. Research Design and Methodology
• IV. Results and Discussion
• V. Conclusions

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