中等敎員이 期待하는 學校長의 指導性에 관한 硏究

Abstract

The main purpose of this study is to inquire into what effects the types of the schoolmaster's leadership would have on teachers and the desirable image of the schoolmaster expected from the teachers. Descriptive study and questionnaire research according to the background variables (gender, assigned position, teaching experience, public/ private school etc.) were used to analyze the high quality education, school-centered, student-centered curriculum development and the new management of schoolmaster. Data from them were calculated using Cronbach Alpha coefficient and the results were obtained through t-test and ANOVA. As a result, the following conclusion was obtained. Firstly, an attempt was made to investigate the schoolmaster's leadership for teaching-learning domain according to teachers' background variables. The result was that male teachers showed more positive responses than female teachers in terms of gender area. Another result was that chairpersons had a positive response on the schoolmaster's leadership for the teaching-learning domain and teachers who have been working over 10 years showed a positive response. Also the curriculum which can be helpful to the academic achievement of students are being developed and lots of efforts were made to develop the autonomous teaching model and buy teaching materials by schoolmaster. It was surprising that chairpersons and teachers who have more experiences are more enthusiastic for education than younger teachers. Also the analysis showed that the relationship between teachers and the schoolmaster and his leadership have an important impact on the chairpersons and the teachers of more experiences. In terms of public/ private school, teachers in private schools have more positive responses than those in public schools. This means that teachers who have been working at the same school for a long time have more positive and active responses on the schoolmaster's leadership. In the modern competitive society, the quality of education should be changed. The active leadership is strongly needed to adapt to these changes of times. Secondly, it was found that male teachers and teachers of more experiences had positive responses on the effects of schoolmaster's leadership in the domain of educational reform, which was not statistically significant. In terms of assigned positions, chairpersons, who are old, showed positive responses, which means chairpersons have a good understanding about the schoolmaster and a keen interest in educational system such as promotion. Also it is analyzed that they think the schoolmaster makes every effort to reform the education. In terms of public/private school, there were more positive responses in private schools. This indicates that private school teachers who have been working together for a long time found the schoolmaster's leadership which can help teachers develop their talents, aptitude, ability and individuality more effective. Therefore, the success of school management is definitely up to the schoolmaster's leadership. He should help teachers have a strategic thinking in their organization and a faith that they can develop themselves in school society. Also, he should create vision through morale promotion in order that teachers get more spontaneity rather than control. Thirdly, an attempt was made to inquire into the schoolmaster's leadership for the domain of producing educational circumstances according to each teacher's background variable. It was found that male teachers and teachers with more than 10 years' teaching career showed positive responses, which was not statistically significant. In terms of assigned positions, it was interpreted that chairpersons have a sense of duty and achievement placing a high value on the schoolmaster's leadership. Therefore, it is necessary that the method of the schoolmaster's management should be understood well by ordinary teachers and a lot of opportunities of participation should be given to them. And the schoolmaster should make much effort to make good working condition which facilitates teachers' development. Also teachers in private school showed more positive responses than those in public school. This indicates that they are satisfied with their working condition and they think harmony among teachers and the execution of their duties are effective. Therefore, the schoolmaster and teachers should promote friendly relations. This is important because friendly relations make harmonious organization and help teachers attain the aim of education. The schoolmaster's leadership can be obtained by the consensus of teachers not by the schoolmaster alone. The schoolmaster should have a moral authority before he requires teachers to have morality. Also he should present the goal clearly and get teachers' integration and dedication.