earticle

영어

The purpose of this study was to investigate ordinary teachers’ leadership and special education teachers' leadership. The participants were 80 teachers working for elementary schools, who are working in busan and ulsan, gyeong sang nam-do, korea. The summary of the results of this study is as follow: First, there is no difference between ordinary teachers’ leadership(M=127.45) in elementary school and special education teachers' leadership (M=128.62). Second, there is no difference between task-motivated style of elementary ordinary teachers(M=63.97) and special education teacher(M=64.25). Third, there is no difference between relationship-motivated style of ordinary teachers (M=63.47) in elementary school and special education teacher(M=64.37). This study compared the recognition of leadership between general teacher and special education teacher in terms of teacher's quality, which is closely related to the quality of education. This study classified the types of leadership into task- motivated leadership and relation-motivated leadership, and tried to find out which were more predominant. The results of this study showed that there was no difference between the leadership of general teachers and special education teachers, and that there was no distinction between the two types of leadership.

한국어

사회와 경제 및 교육 전반에 새로운 패러다임의 변화가 도래되고 있다. 지식 경영 시대에 대비한 교육개혁이 일어나고 있으며, 교육의 주체적인 변화를 가져올 자율성과 책무성을 강조하는데 무엇보다 교사의 사고와 행동의 변화가 요구되고 있다. 본 연구에서는 교육의 질을 높이기 위하여 가장 우선시 되어야 하는 교사의 질과 관련되어 일반교사와 특수교사간의 교육 리더십의 인식을 비교하는데 목적을 둔다. 또한 일반교사와 특수교사들이 가지고 있는 리더십의 종류들 중에서 어떠한 부분이 가장 우세하고 있는지를 파악하고 기술간의 통계치를 측정하였다.