earticle

영어

The purpose of this study is to investigate the relation between homeroom teachers' transformational leadership perceived by elementary students and students' academic self-efficacy and academic failure tolerance.
The results of this study, firstly, the lower graders thought of their homeroom teachers' transformational leadership high, compared to the higher graders. And female students showed a higher degree of perception than male students.
Secondly, the lower graders perceived their academic self-efficacy high, compared to the higher graders. In addition, there was no difference found in students' genders, but male students had a higher degree of academic self-efficacy than female students in terms of the average value. Thirdly, students showed clear differences in academic failure tolerance by school year (higher graders and lower graders), and the lower graders showed a higher degree of academic failure tolerance. However, there was no difference found in this section by gender.
Fourthly, this study found out that there was a statistically significant positive correlation between teachers' transformational leadership and students' academic self-efficacy. Fifthly, this study found out that there was a highly significant positive correlation between teachers' transformational leadership and students' academic failure tolerance.
With all the research results, this study found out that teachers' transformational leadership has influence on elementary school students' academic self-efficacy and academic failure tolerance. It is needed for homeroom teachers
to show different levels of transformational leadership depending on students' grades and genders, and it seems that teachers should make more effort for higher graders than lower graders to increase students' academic self-efficacy and academic failure tolerance.

한국어

본 연구는 초등학교 학생이 인식하는 초등교사의 변혁적 리더십과 학생들의 학업적 자기효능감 및 학업적 실패내성과의 관계를 알아보고 교사가 발휘해야 하는 리더십에 한 기초자료를 제공하기 위하여 창원시 H초등학교 3학년과 6학년 학생 472명을 대상으로 이루어졌다.
그 결과 교사의 변혁적 리더십에 대해 저학년과 여학생이 더 높게 인식하고 있었으며, 학업적 자기효능감과 학업적 실패내성은 저학년이 더 높게 인식하고 있었으나 성별에 따른 차이는 보이지 않았다. 또한 초등교사의 변혁적 리더십과 학생들의 학업적 자기효능감, 학업적 실패내성 간에 높은 유의수준의 정적 상관관계가 있음을 알 수 있었다. 이상의 연구결과와 논의를 토대로 초등학생들의 학업적 자기효능감과 학업적 실패내성을 높이기 위해서는 초등교사가 높은 수준의 변혁적 리더십을 발휘해야 하는 것을 알 수 있었다. 또한 교사의 변혁적 리더십은 저학년 보다는 고학년에서 더 발휘되어야 할 것이며, 변혁적 리더십 중에서도 카리스마와 지적자극에 대한 리더십은 학생들의 학업적 자기효능감, 카리스마와 개별적 배려에 대한 리더십은 학생들의 학업적 자기효능감에 더 긍정적인 영향을 미칠 것이다.