earticle

영어

The purpose of this study is to explore the interrelationships among principals' supervisory actions (hereafter PSB), teachers' beliefs about supervision (hereafter TBS), and the effect of supervision (hereafter SE). In this study, the responses from 1203 teachers(collection rate 96.24%) of 125 elementary schools in Incheon, Seoul, Gyeonggi, Busan, Daegu and Gwangju were analyzed. Correlation analysis and multiple regression analysis were operated to examine the interrelationships of the three factors and their influence on one another. Based on the result of the regression analysis, structural equation modeling was executed to verify the effect of the TBS mediating the PSB and SE. The results of the study are as follows. First, the SE was higher with cooperative and directive PSB. It is suggested for the principals to perform directive and cooperative supervision with close contact with the teachers to be more effective. In a period in which in-school self-regulated supervision is rooting, the result provides a significant suggestion for implementing the types of PSB. Secondly, directive PSB was related to bureaucratic TBS, non-directive PSB democratic TBS. However, cooperative PSB had no meaningful effect on TBS. The PSB types which influenced the TBS and SE were various. It can not be asserted that non-directive PSB are positive and directive PSB negative. Thirdly, it was revealed that the effects of supervision are influenced by both the TBSs. Therefore, it is arguable that the bureaucratic belief is negative and the democratic positive. It is desirable to examine the two beliefs comprehensively as independent aspects rather than in a dichotomous way. Fourthly, The structural modeling verification on the PSB, TBS, and SE revealed that both the non-directive PSA and directive PSA affect the SE directly and indirectly through TBS. It suggests that higher SE can be expected with tailored PSA with stronger influence on the TBS construction.

한국어

이 연구는 학교장의 장학행동, 교사의 장학신념, 장학효과 간 상호관련성을 탐색하고자 추진되었다. 세 변인에 대해 상관분석, 중다회귀분석, 구조방정식모형을 검증하였다. 연구 결과, 첫째, 학교장의 장학행동이 협동적, 지시적일 때 장학효과가 높은 것으로 나타났다. 둘째, 학교장의 장학행동이 지시적일수록 교사는 관료적 장학신념을, 비지시적일수록 민주적 장학신념을 갖는 것으로 나타났다. 학교장의 협동적 장학행동은 교사들의 장학신념에 영향을 미치지 않는 것으로 나타났다. 셋째, 교사의 관료적 장학신념과 민주적 장학신념은 모두 장학효과에 영향을 미치는 것으로 나타났다. 관료적 장학신념을 반드시 부정적 신념으로, 민주적 장학신념을 반드시 긍정적 신념으로 평가할 수는 없다. 넷째, 학교장의 비지시적 장학행동은 장학효과에 직접적으로 영향을 미치고, 교사의 민주적 장학신념을 통해 간접적으로도 장학효과에 영향을 미치고 있다. 학교장의 지시적 장학행동은 장학효과에 직접적으로 영향을 미치고, 교사의 관료적 장학신념을 통해 간접적으로도 장학효과에 영향을 미치고 있다.