earticle

영어

This thesis discusses the influence of golf teacher's leadership style on student's learning orientation and how to do an effective golf teaching. The specific objectives of the study can be formulated as answers to the following major questions: first, what is the difference among golf learning developments in general traits; second, how does the leadership style of golf leaders affect the learning development. In order to accomplish the aim of the study, the golf players who use golf courses in Seoul, and Gyeonggi-Do was set as a population for the survey. The next stage is dedicated to analyze the questionnaire survey by respondents in above golf players randomly (men 200, women, 100) to find out the influence of the leadership style on learning development. This questionnaire survey for this research consists of five questions respectively for comparing the difference learning orientation between independent variables and dependent variables.
The result of this study presents; first, they shows differences in leadership style and in learning orientation, depending on background such as gender, monthly income, educational level, and length of teaching.
Second, after dividing the golf instructor's leadership style into transformational and transactional, researched the influence of the student's learning orientation on purpose of studying, purpose of achievement, and improvement of rounding, however, the result did not show the statistical relation of cause and effect that is to be attended to, therefore, the leadership style might not have an effect on the student's learning orientation.
Third, between golf instructor's leadership style and the student's learning orientation, transformational, one of the subordinate element of the leadership style, has high relationship with the purpose of achievement, one of the subordinate element of student's learning orientation, like r=.859(p<.01), and transactional is also highly related to the same factor, like r=.923(p<.01), therefore, there might be some relationship between the leadership style and the student's learning orientation.