學校長의 指導性이 學校 經營에 미치는 影響

Abstract

The purpose of this study was to identify the effect of the principal's leadership on school administration. In the research method, this study attempted to test the level of significance at the level of P<.05, p<.01 and P<.001 using sAS(statistical Analysis System) for statistical treatment. And Pearson product-moment correlation coefficient was computed to identify the correlation between the principal's leadership and school administration. Based on the study results, the following conclusion was drawn: First, teachers showed the highest level of response to the principal's change=oriented leadership in terms of leadership pattern, followed by human-oriented leadership and objective-oriented leadership. And they showed the lowest level of response to bureaucracy-oriented leadership. And it was found that there was not significant difference according to sex and position but that teachers with high educational experiences(more than 20 years) and working at the small-sized school(less than 36 classes) showed the high level of perception on change-oriented leadership. This indicates that in response to the changing society many teachers had a preference for change-oriented leadership and many principals showed response to this trend. Efforts should be made to enable teachers with low educational experiences to perceive the principal's change-oriented leadership. And it is necessary to prevent the class size from becoming over-sized and provide policy support for it to become the small-scale class. Second, it was found that the social-psychology norms of the school was most effective in the domain related to the effect of the principal's school management. It was found that there was no significant difference according to sex, position and school size but that there was a very significant difference according to educational career, especially more than 20 years. This indicates that the social-psychology norms of the school among teachers with higher educational career was more effective than their practical activity of the class and occupied more relative importance. But there was no statistically significant difference but that the group of male and female teachers had the high level of practical activity of the class, which indicates that they had a relatively higher interest in the class activity and were active. It can be seen that these phenomena were largely attributed to teachers' poor autonomy in class activity and rigidity of educational process. Therefore, the principal should make more efforts for teachers to take a more active interest in the practical activity of the class. Third, it was found that there was a high correlation between the principal's leadership and school management performance, and especially there was a high correlation between the principal's change-oriented leadership and the social-psychology norms domain of the school. This indicates that there was an very close relationship between the principal's leadership and school management performance. This shows that the principal's leadership in managing the school had a great effect on teachers' morale and students' educational activity. Especially, it was found that there was a high correlation between the principal's change-oriented leadership and the social-psychology norms domain of the school, which indicates that teachers were influenced by the principal's leadership and had a sense of responsibility and the consciousness of calling. Therefore, the principal will have to make greater efforts to enhance school management performance and raise educational excellence by exhibiting more efficient leadership that can more reflect the opinions of students who are the object of education and teachers, those in charge of real education, in exhibiting leadership midst social change.