시설장의 리더십 유형에 따른 보육교사의 직무태도에 관한 실증적 연구

Abstract

The purpose of this study is to analyze the correlation between children's house directors' leadership styles and teachers' job attitudes. For this purpose, the leadership styles were categorized based on the leadership behavior styles suggested by Yukl's multiple linkage model, and teachers' job attitudes were classified according to their job satisfaction and engagement. Then, the effects of children's house directors' leadership styles on teachers' job satisfaction and engagement were analyzed. First of all, hypotheses were assumed, and thereby, the hypotheses were tested through a questionnaire survey and analysis of its results. For the survey, teachers working for public and private children's houses in Seoul were sampled; the questionnaire included the factors affecting their job performances. 43 public and private children's houses were sampled at random, and thereby, the questionnaire was distributed to 254 teachers working for the children's houses. Based on Yukl's 14 behavioral models, children's house directors' leadership styles were analyzed into the questionnaire. On the other hand, Minnesota Satisfaction Questionnaire (MSQ) consisting of 20 items was adapted to measure teachers' job satisfaction, and Affective Commitment Scale developed by Meyer and Allen was used to measure teachers' job engagement. The results of this study can be summarized as follows; First, as a result of analyzing the demographic variables of the teachers responding to the survey, it was found that they represented the current conditions of the children's houses. Their average age was 27.6, while 75% or more of them graduated from junior colleges or higher. On the other hand, the number of the children per children's house ranged from 20 to 200, while the number of the teachers per children's house ranged from 3∼4 to more than 10. Second, as a result of analyzing children's house directors' behavioral styles perceived by the teachers, it was found that they were playing a positive leadership in terms of impending problem solving, planning, goal setting, efforts for solidarity, information collection, etc., but that they were playing a less desirable leadership in terms of humanitarian treatment of teachers. Third, as a result of comparing directors' leadership styles between public and private children's house, it was found that there was a great difference between two groups in such areas as reward, development and maintenance of educational materials, dissemination of information, planning, organization and problem solving. Fourth, the factors positively affecting teachers' job satisfaction were self-satisfaction, sense of devotion to others, independent discharging of obligations, sense of achievement, job stability, indulgence in job, etc. In contrast, the factors negatively affecting their job satisfaction were pay, promotion, policy implementation, discretion, influence and independence of job. Fifth, it was found that the teachers working for the public children's houses were more devoted to the organization than their counterparts or teachers working for private children's houses. Such a finding suggests that there is a difference of pay level and working conditions between two groups. This study may be significant in that it analyzed the correlation between children's house directors' leadership styles and teachers' job satisfaction and engagement, but it needs to be followed up. In particular, more future studies are requested to analyze facility directors' role models or teachers' competency and quality according to changing educational environment to suggest qualitative reform measures for pre-school children's education. It is hoped that this study will be followed up by various studies to help develop children's houses and daycare services.