본 연구는 유치원 원장의 역할수행에 대하여 초등학교병설유치원(교)장 자신과 병설유치원 교사의 지각과 기대의 차이와 유치원의 조직효과성과의 관계를 밝히는 데 목적을 두었다. 연구대상은 초등학교병설유치원(교)장 131명과 병설유치원교사 216명이었다. 원(교)장의 역할수행에 대한 원(교)장과 교사의 지각과 기대, 조직효과성을 위한 측정도구는 최진숙(2000)의 초등학교병설유치원(교)장의 역할수행에 대한 병설유치원 교사의 지각과 기대 검사지를 본 연구의 목적에 맞게 수정보완하여 사용하였다. 유치원의 조직효과성을 측정하기위해서는 김동춘(1997)의 유아교육기관 조직효과성 측정도구를 사용하였다. 수집된 자료는 연구문제에 따라 상관분석과 Hotelling의 t-test를 통해 통계 처리하였다. 본 연구결과는 유치원장의 역할수행의 하위영역들은 초등학교병설유치원(교)장 자신과 교사의 지각과 기대 간의 차이와 지각과 기대의 차이에 따라 유치원 조직효과성의 하위영역들과 다양한 정적, 부적 상관이 있는 것으로 나타났다.

This study has two main purposes: 1) investigating the relationships among organizational effectiveness, differences between directors' perceptions and expectations and differences between teachers' perceptions and expectation of the role performance of a kindergarten director, and 2) investigating the relationships among organizational effectiveness, differentiated perceptions of directors and teachers, and differentiated expectations of directors and teachers of the role performance of a kindergarten director. To achieve these purposes, two measures of perception/ expectation and organizational effectiveness were collected from 131 directors and 216 teachers and analyzed by a correlational method and Hotelling's t-test. From this analysis, several findings were suggested as follows: there were 1) larger differences between directors' (or teachers') perceptions and expectations of a kindergarten director's role performance contributed positively to organizational effectiveness2) larger differences between directors and teachers in terms of their perceptions and expectations of a kindergarten director's role performance yielded negative contributions to organizational effectiveness, 3) differences between teachers' perceptions and expectations have more influential power over organizational effectiveness than do those between directors' perceptions and expectations, 4) differences in perception between directors and teachers have more influential power over organizational effectiveness than do the differences in expectations between directors and teachers.

This study has two main purposes: 1) investigating the relationships among organizational effectiveness, differences between directors' perceptions and expectations and differences between teachers' perceptions and expectation of the role performance of a kindergarten director, and 2) investigating the relationships among organizational effectiveness, differentiated perceptions of directors and teachers, and differentiated expectations of directors and teachers of the role performance of a kindergarten director. To achieve these purposes, two measures of perception/ expectation and organizational effectiveness were collected from 131 directors and 216 teachers and analyzed by a correlational method and Hotelling's t-test. From this analysis, several findings were suggested as follows: there were 1) larger differences between directors' (or teachers') perceptions and expectations of a kindergarten director's role performance contributed positively to organizational effectiveness2) larger differences between directors and teachers in terms of their perceptions and expectations of a kindergarten director's role performance yielded negative contributions to organizational effectiveness, 3) differences between teachers' perceptions and expectations have more influential power over organizational effectiveness than do those between directors' perceptions and expectations, 4) differences in perception between directors and teachers have more influential power over organizational effectiveness than do the differences in expectations between directors and teachers.

role performance, role perception, role expectation,organizational effectiveness