본 연구는 학교장의 변혁적 지도성이 교사의 교직 만족, 헌신, 효능감 등 교사의 교직수행 변인에 어떤 영향을 미치며, 이는 궁극적으로 교사의 수업과는 어떤 관계가 있는가를 분석하는 데 목적이 있다. 이를 위해 본 연구에서는 학교장의 변혁적 지도성과 교사의 교직 수행 및 수업간의 관계 구조를 설정하고 이들 간의 관계를 검증하고자 하였다. 연구가설 검증을 위한 데이터는 한국교육개발원에서 개발한 제1회 한국교육종단연구 학술대회의 학술대회용 교사 자료를 활용하였다. 이 데이터는 교육 분야의 종단자료 축적을 위해 개발된 것으로 층화군집추출법을 통해 전국 150개 중학교의 1학년 담당교사(담임 및 교과 담당) 2,910명을 표집한 것이다. LISREL모형을 이용한 구조분석 결과 첫째, 학교장의 변혁적 지도성은 교사의 교직 만족, 교사 헌신, 효능감에 영향을 주는 것으로 나타났다. 둘째, 학교장의 지도성과 교사의 수업간의 관계를 보면, 교장의 변혁적 지도성은 교사의 수업에 부적인 영향을 주는 것으로 나타났다. 셋째, 교직수행 매개 변수(교직만족, 교사헌신, 교사효능감)를 통한 학교장의 지도성과 수업간의 관계는 전체적으로 볼 때 교사 효능감을 통해서 가장 크게 영향을 미치는 것으로 나타났다.

The purpose of this study is to test the structural relation modelling concerning how principal's transformational leadership can influence teachers' quality of instruction through teachers' job satisfaction, commitment and teaching efficacy. The dada used in this study is from the dataset of Korean Education Longitudinal Study of 2005 by KEDI. The sample comprises 2,910 classroom teachers who teach the 1st-grade of 150 junior high schools nationwide. After reviewing related research and using factor analysis, we confirm five latent variables to test the model: (1) transformational leadership, (2) job satisfaction, (3) teacher commitment, (4) teaching efficacy, and (5) quality of instruction. Adding structural paths, these variable are used in a structural equation model. The hypothesized model is largely supported by this analysis. In the model test, all paths are significant and the all model fit indices such as GFI, AGFI, NFI are acceptable. The overall results are as follows. First, principal's transformational leadership influences on teachers' job satisfaction, teacher commitment and teaching efficacy. Second, principal's direct influences on teachers' instructional behavior is significant but the effect is negative. Though this paper does not show the reasons for this result, some interpretations can be inferred. First, instructional leadership, not the transformational leadership, may be more related to teachers' instruction behavior. Second, because teachers' professional autonomy in instruction behavior is highly valued in schools, this makes it difficult for principals exert strong leadership. More researches are needed to find out more elaborated reasons.

The purpose of this study is to test the structural relation modelling concerning how principal's transformational leadership can influence teachers' quality of instruction through teachers' job satisfaction, commitment and teaching efficacy. The dada used in this study is from the dataset of Korean Education Longitudinal Study of 2005 by KEDI. The sample comprises 2,910 classroom teachers who teach the 1st-grade of 150 junior high schools nationwide. After reviewing related research and using factor analysis, we confirm five latent variables to test the model: (1) transformational leadership, (2) job satisfaction, (3) teacher commitment, (4) teaching efficacy, and (5) quality of instruction. Adding structural paths, these variable are used in a structural equation model. The hypothesized model is largely supported by this analysis. In the model test, all paths are significant and the all model fit indices such as GFI, AGFI, NFI are acceptable. The overall results are as follows. First, principal's transformational leadership influences on teachers' job satisfaction, teacher commitment and teaching efficacy. Second, principal's direct influences on teachers' instructional behavior is significant but the effect is negative. Though this paper does not show the reasons for this result, some interpretations can be inferred. First, instructional leadership, not the transformational leadership, may be more related to teachers' instruction behavior. Second, because teachers' professional autonomy in instruction behavior is highly valued in schools, this makes it difficult for principals exert strong leadership. More researches are needed to find out more elaborated reasons.

transformational leadership, teaching performance, job satisfaction, teacher commitment, teaching efficacy, structural model