본 연구는 유치원장의 수업지도성과 교사 효능감 및 교사 헌신 간의 구조관계를 분석하는 데 목적이 있다. 유치원 교사 258명을 대상으로 연구 변인 간의 관계를 분석하기 위해 설문조사를 실시하였다. 그 결과, 교사가 인식한 원장의 수업지도성과 교사 효능감, 수업지도성과 교사 헌신, 그리고 교사 효능감과 교사 헌신 간에 유의한 정적 상관관계가 나타났다. 또한 이론적 근거를 통해 확립된 연구모형에 대한 구조관계를 검증한 결과, 수업지도성이 교사 효능감에 영향을 미치는 경로, 수업지도성이 교사 헌신에 영향을 미치는 경로, 교사 효능감이 교사 헌신에 영향을 미치는 경로 모두 유의하게 나타났고, 연구모형의 적합도 지수 역시 양호하게 나타났다. 특히 유치원 조직에서 원장의 수업지도성은 교사 헌신에 직접적인 효과와 교사 효능감을 매개로한 간접적인 효과가 부가되어 총효과가 강하게 나타났다.

This study examines the effects of the instructional leadership of a kindergarten director in terms of the correlation of that leadership to teachers’ successful performance of teaching task and the ensuing accomplishments of children, and to teacher commitment to children and to kindergarten organization. Questionnaires were distributed and collected through mail. Subjects were 258 teachers working at private kindergartens located in Gwangju and Jeonnam region. Pearson's product-moment correlation analysis and Analysis of covariance structure were used to analyze the survey data. The results areas follows. First, correlation analyses of the instructional leadership of the director, teacher efficacy and teacher commitment finds a meaningful correlation between the instructional leadership of the director and teacher efficacy, between instructional leadership and teacher commitment and between teacher efficacy and teacher commitment. Second, analyses of the relation of the structuresamong the instructional leadership of the director, teacher efficacy and teacher commitment reveals an overall fitness index at an acceptable level. The influence of director instructional leadership was strongly shown when coupled with the direct effect of teacher commitment and when the indirect effects for teacher efficacy were used as the medium.

This study examines the effects of the instructional leadership of a kindergarten director in terms of the correlation of that leadership to teachers’ successful performance of teaching task and the ensuing accomplishments of children, and to teacher commitment to children and to kindergarten organization. Questionnaires were distributed and collected through mail. Subjects were 258 teachers working at private kindergartens located in Gwangju and Jeonnam region. Pearson's product-moment correlation analysis and Analysis of covariance structure were used to analyze the survey data. The results areas follows. First, correlation analyses of the instructional leadership of the director, teacher efficacy and teacher commitment finds a meaningful correlation between the instructional leadership of the director and teacher efficacy, between instructional leadership and teacher commitment and between teacher efficacy and teacher commitment. Second, analyses of the relation of the structuresamong the instructional leadership of the director, teacher efficacy and teacher commitment reveals an overall fitness index at an acceptable level. The influence of director instructional leadership was strongly shown when coupled with the direct effect of teacher commitment and when the indirect effects for teacher efficacy were used as the medium.