earticle

영어

This study is aimed at investigating the structural relationship between the principal's transformational leadership, school organization vitality climate, teacher efficacy and teacher's job satisfaction using teacher data on the 2nd year of Gyeonggi Education Panel Study (hereafter referred to as GEPS), and verifying if a research model can be equally applied to groups through the difference verification of path coefficients by teacher's background variable. 1220 teachers who responded to questionnaires on the second-year data of GEPS were selected as the subjects in this study. The analysis results are as follows. First, the principal's transformational leadership had a significant impact on job satisfaction of teachers, and it had the most impact on school organization vitality climate. Second, teacher efficacy showed both direct and meditating effects between research variables, which indicates that the principal needs to devise a financial support system and develop programs to enhance teacher efficacy, ultimately increasing the job satisfaction of teachers. Third, intergroup structure invariance, measurement invariance and partial scalar invariance were all satisfied. Latent mean differences in teacher groups by gender revealed that male teachers had a higher degree of awareness on the transformational leadership and teacher's job satisfaction. The latent mean differences depending on the position showed that head teachers had a higher awareness of the transformational leadership, school vitality climate and teacher's job satisfaction compared to general teachers. Fourth, the path that represents a significant difference between male and female teachers was not found with respect to teacher coefficients between teacher groups. Path coefficient differences depending on the position also found that the influence of transformational leadership on the school vitality climate was greater to the group of head teachers, whereas that of school organization vitality climate on the teacher's job satisfaction was significant only to the group of general teachers. In addition, the influence of teacher efficacy on the job satisfaction was greater to the group of general teachers. These findings suggest that the principal's leadership is not applied to the school members in the same manner since there was a difference in the degree of influence and awareness on each research variable according to background variables of teachers. Therefore, principles are expected to take these points into account when they exert transformational leadership.

한국어

본 연구에서는 경기교육종단연구 2차년도의 교사 데이터를 활용하여 학교장의 변혁적 지도 성과 학교조직 활력풍토와 교사 효능감, 교사 직무만족도와의 구조적 관계에 대해 규명하고 교사의 배경변인 집단 별 경로계수의 차이검증을 통해 연구모형이 집단 간에 동일하게 적용 할 수 있는지를 검증하는데 연구의 목적을 두고 있다. 연구대상은 경기교육종단연구 2차년도 데이터의 교사 설문지에 응답한 중, 고등학교 교사 1220명을 대상으로 하였다. 분석결과는 다음과 같다. 첫째, 교장의 변혁적 지도성은 교사의 직무만족도에 유의미한 영향 을 미쳤으며, 학교조직 활력풍토에 가장 크게 영향을 미쳤다. 변혁적 지도성이 학교조직 활력 풍토에 미치는 영향이 큰 만큼 학교장의 지도성과 관련된 체계적인 연수나 프로그램이 개발되 어질 필요가 있다. 또한 학교활력풍토는 교사의 직무만족에 교장의 변혁적 지도성을 통한 매개 효과가 나타났다. 둘째, 교사 효능감이 연구변인 간에서 직접효과와 매개효과가 모두 나타난 만큼 교장은 교사 효능감을 제고하여 궁극적으로 교사의 직무 만족도가 높아질 수 있도록 교 사 효능감을 제고할 수 있는 프로그램 개발 및 행, 재정적 지원체계가 필요하다. 셋째, 다중집 단 확인적 요인분석 결과, 측정동일성과 집단 간 등가제약을 하여 비교 분석한 결과, 교사의 성별에 따른 집단과 직위별 집단에 따른 경로계수 차이는 변인별로 모수추정치의 영향력 차이 가 있었지만, 집단 간 경로계수의 차이가 통계적으로 유의미한 차이를 보이지 않았다.