earticle

영어

The purpose of this study was to analyze the structural relationship among school organizational climate, teacher satisfaction, and teacher efficacy among diverse variables related to principal leadership through the structural equation modeling. For this, the measurement model and structure model were devised by using the middle-school teacher data, which was carried out by Korean Education Longitudinal Study(KELS) of 2005 by KEDI. And, a change was analyzed over 3 years. In the structure model test, all paths are significant and the all model fit indices such as χ2, RMR, NFI, AGFI, GFI are acceptable.According to the results of analysis, the direct influence was indicated upon teacher satisfaction and organizational climate by the principal task-oriented leadership and human-oriented leadership out of the principal leadership, and upon teacher efficacy by teacher satisfaction. By the way, the teacher efficacy was indicated to be influenced but by the principal task-oriented leadership, not by the principal human-oriented leadership. Even the organizational climate was indicated to be not related to teacher efficacy. The principal leadership is different in the effect on teacher efficacy depending on its type, and is contributing to increasing teacher efficacy by having teacher satisfaction as mediating variable.

한국어

본 연구는 학교장의 지도성과 관련된 다양한 변수들 중에서 학교의 조직풍토, 교사만족도와 교사효능감의 구조적 관계를 구조방정식 모형을 통해 분석하였다. 이를 위해 2005 한국교육종단연구에서 실시한 중학교 교사 총2천여명의 데이터를 사용하여 측정모델과 구조모델을 구안하였고, 3개 년도에 걸친 변화 추이를 분석하였다. 분석결과에 의하면, 학교장의 지도성 중 과업지도성과 인화지도성은 각각 교사만족도 및 조직풍토에, 교사만족도는 교사효능감에 직접적인 영향을 미치는 것으로 나타났다. 그런데 학교장의 과업지도성은 교사효능감에 영향을 미치고 있지만 인화지도성은 영향이 없는 것으로 나타났고, 조직풍토 역시 교사효능감과는 무관한 것으로 나타났다. 학교장의 지도성은 그 유형에 따라 교사효능감에 미치는 영향이 다르며, 교사만족도를 매개로 하여 교사효능감을 높이는데 기여하고 있다.