earticle

영어

This study aims to figure out relationships between school principal's Instructional leadership, teacher's teaching professionalism, school organizational commitment, and school organizational effectiveness. For the research, I distributed 1,300 questionnaires to elementary school teachers in 102 schools in Incheon and Gyonggi-do regions and collected back 1,186 copies. Of collected copies, except for 125 copies of missing rainfall data or insincere responses, I used 1061 copies for research analysis. The results of the study through the process are as follows: First, the result of analysis on effects school principal's instructional leadership's sub-variables on teacher's teaching professionalism, educational goal, curriculum management, prompting motives, teaching improvement and educational supports have significant effects on teacher's teaching professionalism. Second, for effects on teacher's school organizational commitment by school principal's instructional leadership, educational goal, curriculum management, prompting motives, teaching improvement and educational support have significant influences on it and as recognition on principal's instructional leadership is higher, those on teacher's school organizational commitment become higher. Third, for effects on school organizational effectiveness by teacher's teaching professionalism, teaching contents, teaching strategies and teaching management have effects on it. Fourth, according to the direct or indirect effectiveness analysis of principal's instructive leadership, teacher's teaching professionalism, school organizational commitment and school organizational effectiveness, it is significant that principal's instructional leadership have comprehensive, direct and indirect effects on school organizational effectiveness via teacher's teaching professionalism. Also, for effects on school organizational effectiveness via school organizational commitment by principal's instructional leadership, all of comprehensive, direct and indirect effects are significant. As it show that school principal's instructional leadership's effects on school organizational effectiveness via teacher's teaching professionalism and school organizational commitment is bigger than school principal's instructional leadership's direct effects on school organizational effectiveness, I could confirm that variables of teacher's teaching professionalism and school organizational commitment are crucial parameter variables explaining school organizational effectiveness. Through this, in order to raise school organizational effectiveness by principal's instructional leadership, it implies that it is necessary to recognize importance of teacher's teaching professionalism and school organizational commitment as parameter.

한국어

이 연구는 학교장의 수업지도성, 교사의 수업전문성, 학교조직몰입, 학교조직효과성 간의 관계를 알아보는 데 목적이 있다. 이 연구의 결론은 다음과 같다. 첫째, 학교장의 수업지도성의 하위변인인 교육목표, 교육과정 관리, 동기부여, 수업개선, 교육지원이 교사의 수업전문성에 유의한 영향을 미치는 것으로 나타났다. 둘째, 학교장의 수업지도성의 하위변인 중 교육목표, 교육과정 관리, 동기부여, 수업개선, 교육지원이 교사의 학교조직 몰입에 유의한 영향을 미치는 것으로 나타났다. 셋째, 교사의 수업전문성의 하위변인 중, 수업내용, 수업전략, 수업관리가 학교조직효과성에 영향을 미치는 것으로 나타났다. 넷째, 학교장의 수업지도성이 교사의 수업전문성을 매개로 하여 학교조직효과성에 미치는 영향의 경우 총효과, 직접효과, 간접효과가 모두 유의하게 나타났으며. 학교장의 수업지도성이 학교조직몰입을 매개로 하여 학교조직효과성에 미치는 영향의 경우 총효과, 직접효과, 간접효과가 모두 유의하게 나타났다. 학교장의 수업지도성이 학교조직효과성에 미치는 직접효과보다 교사의 수업전문성, 학교조직몰입을 매개로 하여 학교조직효과성에 미치는 효과가 더 큰 것으로 보아 교사의 수업전문성과 학교조직몰입 변인이 학교조직효과성을 설명하는 중요한 매개변인이라는 것을 확인하였다. 이를 통해 학교장의 수업지도성이 학교조직효과성을 높이기 위해서는 교사의 수업전문성과 학교조직몰입의 매개변인의 중요성을 인식할 필요가 있다고 해석할 수 있다.