學校長의 指導性 類型과 敎師의 職務滿足度에 關한 硏究

Abstract

영문초록 포함|This study aimed to inquire into the influence that schoolmaster's leadership type exerts on teacher's job satisfaction. As a result of analysis in this study, the following conclusion was made: Firstly, as a result of inquiring into what leadership type the schoolmaster has interms of teachers' background such as gender, age, position, career, and academic background, they showed a high level of respose to the schoolmaster's human harmony-oriented leadership in all 5 factors. Teachers of less than 30 years old and teachers with relative young age and brief teaching career ranging from 6-10 years to 1-5 years showed the highest level of response to human harmoney-oriented leadership and task-oriented leadership as well. It was shown that younger teachers had more concern, enthusiasm and activity for education than old-aged teachers with much educational career that were habituated to the safety first principle for long service in teaching job. And, seen by academic background, it was shown that teachers graduated from the teachers' college or the college of education had a higher level of response to human-harmony-oriented leadership and task-oriented leadership than teachers graduated from general universities or graduated schools, which indicates that teachers from the teachers' college and the college of education educated in the specialized teacher training institution were further positive and active toward schoolmaster's leadership. Secondly, as a result of testing the difference in job satisfaction between teachers, it was shown that teacher's working environment was highest as the subfactor exerting an influence on job satisfaction, of such teachers' background factors as gender, age, position, career and academic background. In particular relatively young teachers, less than 30 years old and having teacing career ranging from 1-5 years to 6-10 years, showed the highest level of response among other things, and general teachers showed a higher level of response than chairpersons and teachers from the teachers' college or the college of education did so than teachers not graduated from the college of education. The result of this testing indicates that teachers' job satisfaction is highest when they do work in a favorable working environment that enables them to develop their character, aptitude, ability and personality. Thirdly, as a result of testing whether the teacher's job satisfaction varies according to the schoolmaster's leadership type, it was shown that it was the efficient leadership type of the schoolmaster that exerted the greatest effect on the subfactors of the teacher's job satisfaction such as human relations, job, working environment, reward, enhancement of professionalism, administrative system, recognized position and the like. This indicates that teachers' job satisfaction is higher when they perceive that the schoolmaster's leadership type is efficient. Accordingly, it is thought that the teacher's job satisfaction will be greatly enhanced under the schoolmaster's efficient leadership that human harmony and task are harmonized.