이 연구는 학교장의 수업지도성과 감성지도성이 교사효능감과 교사헌신에 미치는 영향을 알아보는데 목적을 두었다. 서울, 인천, 경기도에 소재한 205개 초등학교에 재직 중인 교사 950명을 대상으로 설문을 시행하였고, 중다회귀분석과 구조방정식모형분석을 실시하였다. 그 결과 학교장의 수업지도성과 감성지도성이 교사효능감과 교사헌신에 영향을 미치는 것으로 나타났다. 교사효능감은 수업지도성의 교육목표·교육과정 관리, 동기부여, 감성지도성의 개인적 능력 등에 의해 영향을 받는 것으로 나타났으며, 교사헌신은 감성지도성의 개인적 능력, 수업지도성의 동기부여, 감성지도성의 사회적 능력 순으로 영향을 받는 것으로 나타났다. 또한 학교장의 수업지도성과 감성지도성, 교사효능감, 교사헌신 간의 구조관계를 분석한 결과 학교장의 수업지도성과 감성지도성은 교사효능감에 직접적인 영향을 주는 것으로 나타났다. 학교장의 감성지도성은 교사헌신에 직접적인 효과와 교사효능감을 매개로한 간접적인 효과가 부가되어 총 효과가 강하게 나타났다. 그러나 수업지도성은 교사 헌신에 직접적인 효과보다는 교사효능감을 통하여 간접적으로 효과를 미치는 것으로 나타났다.

The objective of the present study is to examine the effects of principal's instructional leadership and emotional leadership on teacher efficacy and teacher commitment. For this study, We distributed questionnaires to 950 teachers at 205 elementary schools in Seoul, Incheon and Gyeonggi-do, and multiple regression analysis and structural equation modeling were performed. From the results of these procedures, principal's instructional leadership and emotional leadership appeared to have an effect on teacher efficacy and teacher commitment. Teacher efficacy appeared to be affected by education goal, curriculum management, motivation and personal competence of emotional leadership and so on. Teacher commitment appeared to be affected by personal competence of emotional leadership, and next, in order of motivation of instructional leadership and social competence of emotional leadership. In addition, the results of analyzing the structural relation between principal's instructional leadership and emotional leadership and teachers’ teacher efficacy and teacher commitment, principal's instructional leadership and emotional leadership appeared to have an direct effect on teacher efficacy and teacher commitment. Principal's emotional leadership showed a total effect strongly on teacher commitment through the combination of direct effect and indirect effect via teacher efficacy. Principal's instructional leadership, however, appeared to have an effect on teacher commitment not directly but indirectly via teacher efficacy.

The objective of the present study is to examine the effects of principal's instructional leadership and emotional leadership on teacher efficacy and teacher commitment. For this study, We distributed questionnaires to 950 teachers at 205 elementary schools in Seoul, Incheon and Gyeonggi-do, and multiple regression analysis and structural equation modeling were performed. From the results of these procedures, principal's instructional leadership and emotional leadership appeared to have an effect on teacher efficacy and teacher commitment. Teacher efficacy appeared to be affected by education goal, curriculum management, motivation and personal competence of emotional leadership and so on. Teacher commitment appeared to be affected by personal competence of emotional leadership, and next, in order of motivation of instructional leadership and social competence of emotional leadership. In addition, the results of analyzing the structural relation between principal's instructional leadership and emotional leadership and teachers’ teacher efficacy and teacher commitment, principal's instructional leadership and emotional leadership appeared to have an direct effect on teacher efficacy and teacher commitment. Principal's emotional leadership showed a total effect strongly on teacher commitment through the combination of direct effect and indirect effect via teacher efficacy. Principal's instructional leadership, however, appeared to have an effect on teacher commitment not directly but indirectly via teacher efficacy.

principal, principal's instructional leadership, principal's emotional leadership, teacher efficacy, teacher commitment