earticle

영어

The purpose of this study is to analyze the differences between self-evaluations of leadership by high school principals and evaluations by teachers, and to explore how these perception gaps relate to the organizational climate of schools. For this, data from the ninth year of the Gyeonggi Education Longitudinal Study were utilized, and four types of principal self-other evaluation were categorized: agreement with high evaluation, under-evaluation, agreement with low evaluation, and over-evaluation. A cross-analysis was conducted to examine the relationship between the principals' personal and job characteristics variables and their self-other evaluation types, and an analysis of variance (ANOVA) and post-hoc test (Scheffé) were performed to measure the school organizational climate according to these types. The findings of the study are as follows: First, there was a significant relationship between the open recruitment of principals and the type of principal self-other evaluation. Openly recruited principals had a higher rate of agreement with high evaluation and a lower rate of agreement with low evaluation compared to regular principals. Second, schools with principals who had agreement with high evaluation and under-evaluation showed significantly higher average values of school organizational climate compared to schools with principals who had agreement with low evaluation and over-evaluation. Third, there was no significant difference in school organizational climate between schools with principals who had agreement with high evaluation and under-evaluation. Fourth, the average organizational climate of schools with over-evaluation was significantly higher than that of schools with agreement with low evaluation. The results of this study suggest that principals should not only strive to demonstrate effective leadership but also actively interact with teachers to reduce the gap in perceptions of their leadership.

한국어

본 연구의 목적은 고등학교장의 지도성에 대한 자기평가와 교사평가 간의 차이를 분석하 고, 이러한 인식 차이가 학교조직풍토와 어떤 관계가 있는지를 탐색하는 데 있다. 이를 위해 경기교육종단연구 9차년도 자료를 활용하여, 학교장 자타평가 유형을 4가지(고평가 일치형, 과소평가형, 저평가 일치형, 과대평가형)로 구분하였다. 교차분석을 통해 학교장의 개인특성 및 직무특성 변인과 학교장 자타평가 유형과의 관계를 분석했으며, 유형에 따른 학교조직풍 토를 측정하기 위해 분산분석과 사후검증(Scheffé)을 실시하였다. 연구 결과, 첫째, 학교장의 직무특성 변인 중 공모교장 여부와 학교장 자타평가 유형 간에 는 유의미한 관계가 있었다. 공모교장은 일반교장에 비해 고평가 일치형 비율이 높았고, 저평 가 일치형 비율은 낮았다. 둘째, 고평가 일치형과 과소평가형 학교는 저평가 일치형과 과대평 가형 학교에 비해 학교조직풍토 평균값이 유의미하게 높았다. 셋째, 고평가 일치형과 과소평 가형 사이에서는 학교조직풍토에 대해 유의한 차이가 나타나지 않았다. 넷째, 과대평가형의 학교조직풍토 평균은 저평가 일치형의 학교조직풍토 평균보다 유의미하게 높았다. 본 연구의 결과는 학교장이 효과적인 지도성을 발휘하기 위해서 노력해야 함은 물론, 자신 의 지도성에 대한 교사와의 인식 차를 줄이기 위해서 적극적으로 상호작용할 필요가 있음을 시사해 준다.