earticle

영어

The purpose of this study was to analyze the relationship between principal's transformational leadership and the effectiveness of school organization. To achieve this purpose, the following research question were set up. The results of this study were summarized as follow; First, the cognitive level of principal's transformational leadership that teachers recognize were above average on two operational factor(position and work experience in present school). Second, the cognitive level of organizational effectiveness that teachers recognize were above average on three operational factor position and work experience in present school). Third, this research indicated there is meaningful correlation between principal's transformational leadership and the effectiveness of school organization. The study we came to know two conclusions. Firstly, it was more cognitive from executive teacher than in-general teacher, and long-time work experience teacher than short-time work experience teacher of the cognitive level of principal's transformational leadership. It was more cognitive from female teacher than male, executive teacher than in-general teacher, and long-time work experience teacher than short-time work experience in organizational effectiveness. Secondly, The higher the principal's transformational leadership, the higher the effectiveness of school organization, job satisfaction, adaptability to organization, organizational productivity. Especially charisma related with job satisfaction, intellectual stimulation related with adaptability to organization individualized consideration and charisma related with organizational productivity. It was suggested that a principal should used transformational leadership more positively to maintain the effective management of school and it seemed to have a positive effect on school management.

한국어

이 연구의 목적은 홀리스틱 교육의 관점에서 교사가 지각하는 학교장의 변혁적 지도성이 학교 효과성에 어느 정도 영향을 미치는지를 규명하는 데 있다. 이를 위해 부산지역에 근무하는 교사 350명을 연구 대상으로 하였으며, 연구결과로는 다음과 같다. 학교장의 변혁적 지도성과 학교 효과성(r=.748, p<.001)의 관계를 살펴본 결과 두 변인 간에는 높은 정적인 상관을 보이고 있으며, 1%의 유의수준에서 통계적으로 의미 있는 것으로 나타났다. 따라서 학교장이 변혁적 지도성을 발휘할수록 교사들은 직무만족도, 조직 적응성, 조직 생산성 등 조직 효과성이 높은 것으로 나타났다. 특히 학교장의 카리스마적 지도성(β=0.263, t=5.012), 지적 자극(β=0.189, t=4.614)이 학교조직 효과성에 유의한 긍정적(+) 영향을 미치는 것으로 나타났다(***p<.001). 따라서 단위 학교장은 홀리스틱 경영관에 기초한 변혁적 지도성을 균형, 포용, 연계에 기초하여 역할을 수행한다면 학교 효과성의 극대화에 기여할 수 있을 것이다.