유아교육기관 원장의 지도성과 교사의 직무만족과의 관계 연구

Abstract

The purpose of this study was to determine the relationship between early education institute directors' leadership and their teachers' job satisfaction and thereupon, explore some systematic and effective ways to help early education institute directors lead their teachers and operate their institutes effectively and provide for the educational information useful to improvement of early childhood education quality. For this purpose, relevant literature was reviewed and then, a survey was conducted for early childhood education institute teachers. The results of this study can be summarized as follows; First, early childhood institute directors' leadership perceived by their teachers was relatively higher than the normal level(M=2.5), and such sub-variables of leadership as human relationship and task orientation were also higher than the normal levels(M=2.5). Second, directors' leadership differed significantly depending on ecological variables. Third, teachers' job satisfaction was higher than the normal level(M=2.5). Also, the sub-variable of their job satisfaction which scored highest was inter-colleague relationship, followed by job, working environment, social recognition and pay in their order. Fourth, teachers' job satisfaction differed significantly depending on ecological variables. Fifth, sub-variables of directors' leadership were positively correlated with those of teachers' job satisfaction. The following conclusion could be drawn from the above findings; Early childhood institute directors' leadership is correlated with their teachers' job satisfaction. The higher the directors' leadership is, teachers are more satisfied with their job. In addition, directors' leadership and teachers' job satisfaction are affected by ecological variables. So, it is required of early childhood institute directors to enhance their pedagogic skills and professionalism as head of educational institutes by striking a proper harmony between human relationship and task, while playing their roles flexibly for their teachers depending on changing conditions. To this end, relevant administrative authority is deemed obliged to help early childhood institute directors to enhance their professionalism through various training and re-education programs. Moreover, the government is also obliged to support kindergartens and children's houses so that they may be engaged in educational activities taking advantages of their own conditions.