敎師가 知覺한 幼兒敎育機關 院長의 變化 指向的 指導性과 敎師의 職務成果 間의 關係 硏究

Abstract

The purpose of this study was to identify the improvement scheme helpful for the smooth operation of early-childhood educational institutions by investigating and analyzing the relationship between the transformational leadership of the director of early-childhood educational institutions perceived by teachers and their job performance. To accomplish this study, the questionnaire research was conducted for 272 teachers working in the early-childhood educational institutions located in Seoul. As the measurement instrument used to measure the transformational leadership of the director of early-childhood educational institution, the questionnaire was employed by modifying and complementing the "Principal's Transformational Leadership Questionnaire"(PLTLQ) made by Roh Jong-hee(1994) and the questionnaire used by Kim Woo-sik(2002) to conducted “A Study on the Relationship between the Transformational Leadership of the Kindergarten Director and Teachers' Job Performance after setting four elements. To measure teachers' job performance, this study employed the questionnaire used by Choi Heung-sook(2001) to study “The Relationship between the Principal's Transformational Leadership and Teachers' Job Performance” with a focus on five sub-factors to fit its characteristic. The data collected from this questionnaire research were statistically analyzed with the use of the SAS System at the significance level of p<.05, p<.01, p<.001. One-way ANOVA and correlation analysis were conducted to investigate the transformational leadership of the director of early-childhood educational institutions perceived by teachers and their job performance according to their background factors. As a result, the following findings were obtained: First, it was found that there was a significant difference in the transformational leadership of the director of early-childhood educational institutions perceived by teachers according to their background factors. Especially, it was found that there was a significant difference as teachers were high in the educational level and older and the early-childhood educational institution was small in size. Especially, it was found that the responding teachers had the high level of perception on vision setting and goal acception. Second, it was found that there was a significant difference in teachers' job performance according to their background factors. Especially, it was found that there was a significant difference as the responding teachers were high in the educational level, old in age and long in teaching experience. Among other things, it was found that they had the high level of perception on the sub-factor of speciality improvement. Third, there was a significant relationship between the transformational leadership of the director of early-childhood educational institutions perceived by teachers and their job performance. Accordingly, the director of the early-childhood educational institution is required to exercise leadership which enables teachers to feel the enterprising consciousness by achieving two-way communication and personal contact with them and inspiring them from a more creative perspective. Teachers are required to make efforts to have attachment to the early-childhood educational institution, their own considerate thinking skills and intellectual ability and obtain a new idea. When they make efforts to fit the value view of the early-childhood educational institution through a new way of carrying on business and diverse-vision flexible thinking, they can the performance and quality of the early-childhood educational institution.