earticle

영어

This study aims to develop students' self-directed learning ability in a school setting and to increase students' satisfaction of school activities, and also to figure out the effect of classroom teachers' transformational leadership upon the attitude of students in self-directed learning and students' satisfaction of school activities. The results are as follows. First, high positive perception of students to the transformational leadership of class teachers were shown in the order of professional abilities, authority grant, vision suggestion and professional virtues. There were significant differences in terms of authority grant, but other areas had no difference. Second, students' self-directed learning attitude was beyond average. There were significant differences in terms of responsibility, but other areas had no difference. Third, the school activity satisfaction of students was high in general. The relationship with teachers was the highest among them. The school activity satisfaction showed no difference by the gender and grade. Fourth, there was high positive correlation between transformational leadership and self-directed learning attitude. It means when the level of transformational leadership is high, it effects on self-directed learning attitude positively. In particular, in the order of authority grant, vision suggestion, professional abilities, and professional virtues among the sub factors of transformational leadership had meaningful and significant result to self-directed learning attitude. Fifth, the school activity satisfaction was higher with higher values of authority grant, vision suggestion, professional abilities, professional virtues and transformational leadership of class teachers as the transformational leadership of class teachers and the satisfaction of class by students showed static correlation statistically.

한국어

본 연구는 초등학교 학생들이 인식하고 있는 담임교사의 변혁적 리더십과 자기주도적 학습 태도 및 학교생활만족도의 관계를 분석하는데 있다. 수행한 연구결과를 바탕으로 다음과 같 은 결론을 도출하였다. 첫째, 초등학생은 담임교사의 변혁적 리더십을 높게 인식했으며, 변혁적 리더십의 하위요인 인 권한부여에서만 여학생이 남학생보다 높게 유의미한 차이를 보였다. 둘째, 학생들의 자기주도적 학습태도는 전반적으로 높았으며, 여학생이 남학생보다 자기주 도적 학습태도의 하위요인인 책임감에서만 유의미한 차이를 나타내었다. 셋째, 학생들의 학교생활 만족도는 전반적으로 높았으며, 하위요인인 교사와의 인간관계에 서 가장 높았다. 학년별, 성별로 유의미한 차이를 보이지는 않았다. 넷째, 담임교사의 변혁적 리더십과 학생의 자기주도적 학습태도는 통계적으로 정적 상관관 계를 보이며 권한 부여, 비전제시, 전문적 능력, 전문적 덕목 순으로 학생의 자기주도적 학습 태도에 높은 영향력을 미쳤다. 다섯째, 담임교사의 변혁적 리더십과 학생의 학교생활만족도는 통계적으로 정적 상관관계 를 보여, 담임교사의 비전제시, 전문적 능력, 권한 부여, 전문적 덕목 순으로 학생의 학교생활 만족도에 높은 영향력을 미쳤다.