earticle

영어

The purpose of this study is to investigate how LMX between homeroom teachers and students influence classroom culture? In other to achieve the purpose, was distributed to the randomly sampled teachers and 479 students in Yean-Gi Gun, and analyzed.
The other manipulated questionnaire which is base on test tool of classroom-culture variable factors by Jung Keung Ho, was distributed and analyzed, in oder to survey the classroom-culture variable factors. For the final analysis, SPSSWIN(Ver 12.0) was employed, and t-test or f-test were used(one way ANOVA) to investigate the LMX between homeroom teachers and students, in accordance with background variable factors. To learn dissimilarities resulted from subordinate factors, MANOVA was carried out and in accordance with Scheffé method Post Hoc analysis was used. The results are as follows:
First, depending on variation of homeroom teacher's gender, size of class, whether the student is the classroom monitor or not, and the students' good class performance, statistically significant difference could be seen at LMX between homeroom teachers and students.
Second, depending on size of class, statistically significant difference could be seen at elementary school students' recognition of their classroom-culture.
Third, the influence of LMX between homeroom teachers and students to the classroom culture could be seen statistically and significantly.
According to the aforementioned results, the conclusion was obtained as follows.
First, at the variation when the homeroom teacher's gender is female, when the size of class is about 20members, when the student is the classroom monitor, and when the students who are a good performers in studies, the LMX between homeroom teachers and students is higher. With the result, the male teachers need to show genuine concern and care for each student , or leave the opportunity of being the classroom monitors to as many student as possible, in oder to build up LMX.
Second, when the size of class is about 20members, statistically significant difference could be seen at elementary school students' recognition of their classroom culture. Accordance with Background Variable Factors, teachers need following studies.
Third, when the higher the LMX between homeroom teachers and students, the higher the recognition of the classroom-culture is.
Teachers should run various methods like interview method, participant observation method, case studies, paralleled, to cover up the empirical unsolved questions with questionnaire method.

한국어

1. 이 연구는 초등학교 교사와 학생의 리더-멤버 교환관계(LMX)가 학급문화에 미치는 영향에 관한 관계를 알아보는 그 목적을 두고 있다.
2. 초등학생 479명을 대상으로 수집된 자료를 t 검증 및 F 검증(one way ANOVA), 다변량 분산 분석(MANOVA)을 실시한 후 Scheffé 방식으로 사후 검증한 결과, 첫째, 담임성별과 학교규모, 학급임원, 학생성적 배경 변인에 따른 초등교사와 학생의 리더-멤버 교환관계(LMX)가 유의미한 차이가 있은 것으로 나타났다. 둘째, 학급규모 배경 변인에 따른 학급문화 인식에 대한 차이에 유의미한 차이가 있는 것으로 나타났다. 셋째, 초등교사와 학생의 리더-멤버 교환관계(LMX)가 학급문화에 미치는 영향에 유의미한 차이가 있는 것으로 나타났다.
3. 위와 같은 연구 결과를 통하여 얻은 결론은 첫째, 배경변인이 여교사일때, 학급규모가 20명 안팎일때, 임원일때, 학급 성적이 높을때 초등교사와 학생의 리더-멤버 교환관계(LMX)가 높게 나타나고 있다. 남교사들도 학생들과의 리더-멤버 교환관계(LMX)를 높이기 위해 각 학생에 대한 세심한 돌봄과 배려가 필요하며 여러 학생들에게 임원의 기회를 제공하는 것이 필요하다. 둘째, 20명 정도의 학급에서 학급문화가 높게 인식되는 것으로 나타났다. 교사의 여러 배경 변인과 관련하여 후속 연구가 필요하다. 셋째, 초등교사와 학생의 리더-멤버 교환관계(LMX)가 높을수록 학급문화와 관계가 높다는 것을 알 수 있다. 질문지를 통한 조사 연구 방법만으로는 실증연구에 문제점이 있으므로 여러 가지 방법 즉 면접, 참여관찰, 사례연구 등의 질적 연구가 병행되어야 할 것이다.