이 연구는 학교장의 변혁적 리더십 및 교사리더십과 교사효능감, 학교조직효과성 간의 관계를 알아보는 데 목적을 두었다. 연구를 위하여 수도권 지역의 초등학교 82개 학교에 1,200부의 설문조사를 시행하였으며, 중다회귀분석과 구조방정식모형분석을 실시하였다. 연구 결과 학교장의 변혁적 리더십과 교사리더십이 교사효능감과 학교조직효과성에 영향을 미치는 것으로 나타났다. 교사효능감은 교사리더십의 측정변인인 전문성, 공동체성, 목표지향성과 학교장의 변혁적 리더십 측정변인인 비전설정 및 공유 등의 순으로 영향을 받는 것으로 나타났다. 학교조직효과성은 교사리더십 측정변인인 과업주도성, 전문성, 목표지향성과 학교장의 변혁적 리더십 측정변인인 솔선수범 등의 순으로 영향을 받는 것으로 나타났다. 학교장의 변혁적 리더십과 교사리더십, 교사효능감, 학교조직효과성 간의 구조관계를 분석한 결과 학교장의 변혁적 리더십은 학교조직효과성에 직접효과와 교사효능감을 매개로 하는 간접효과를 약하게 미치고 있는 것으로 나타났다. 교사리더십이 학교조직효과성에 미치는 직접효과는 유의하지 않지만 교사효능감을 매개로 한 간접효과가 부가되어 총효과가 강하게 나타나 교사리더십이 학교장의 변혁적 리더십보다 학교조직효과성에 더 강한 효과를 주는 변인인 것으로 나타났다.

This study is to examine the relationship among teachers' perceived principal's transformational leadership, teacher's leadership, teacher efficacy and school organizational effectiveness. A total of 1200 questionnaires were sent out to elementary school teachers of 82 schools in Seoul, Incheon, and Gyeonggi province for the survey. Multiple regression analysis and structural equation modeling were used. This research concluded that teacher efficacy and school organizational effectiveness are influenced by principal's transformational leadership and teacher's leadership. Teacher efficacy was influenced by teacher leadership's variables; professionalism, communality, and goal-orientation respectively as well as, principal's transformational leadership's variables; setting and sharing visions. Beside school organizational effectiveness was effected by teacher leadership's variables; task initiative, professionality, goal-orientation, and principal's transformational leadership's variables; initiative respectively. Also, the analysis of the structural relation of principal's transformational leadership, teacher's leadership, teacher efficacy and school organizational effectiveness shows that principal's transformational leadership had a direct effect on the school organizational effectiveness and an indirect effect by teacher efficacy which was regarded itself as an intermediation. The direct effect of teacher's leadership on the school organizational effectiveness was non-significant however it became a massive effect in total when added the indirect effect by teacher efficacy which was regarded itself as an intermediation. In conclusion, teacher's leadership was more effective variable factor to school organizational effectiveness than principal's transformational leadership.

This study is to examine the relationship among teachers' perceived principal's transformational leadership, teacher's leadership, teacher efficacy and school organizational effectiveness. A total of 1200 questionnaires were sent out to elementary school teachers of 82 schools in Seoul, Incheon, and Gyeonggi province for the survey. Multiple regression analysis and structural equation modeling were used. This research concluded that teacher efficacy and school organizational effectiveness are influenced by principal's transformational leadership and teacher's leadership. Teacher efficacy was influenced by teacher leadership's variables; professionalism, communality, and goal-orientation respectively as well as, principal's transformational leadership's variables; setting and sharing visions. Beside school organizational effectiveness was effected by teacher leadership's variables; task initiative, professionality, goal-orientation, and principal's transformational leadership's variables; initiative respectively. Also, the analysis of the structural relation of principal's transformational leadership, teacher's leadership, teacher efficacy and school organizational effectiveness shows that principal's transformational leadership had a direct effect on the school organizational effectiveness and an indirect effect by teacher efficacy which was regarded itself as an intermediation. The direct effect of teacher's leadership on the school organizational effectiveness was non-significant however it became a massive effect in total when added the indirect effect by teacher efficacy which was regarded itself as an intermediation. In conclusion, teacher's leadership was more effective variable factor to school organizational effectiveness than principal's transformational leadership.

Principal's transformational leadership, Teacher's leadership, Teacher efficacy, School organizational effectiveness