學校組織發展을 위한 學校長의 指導性

Principal"s Leadership for the Organizational Development of School

  The principal is a key person in the school organization. Instructional leadership, school-community relationships, staff personnel, pupil personnel, facilities, finance and business management, and school organization are all areas in which takes must be performed at the school building level.   Definitions of leadership are almost as numerous as the researchers engaged in its study-According to some writers" definitions of leadership, "leadership" is defined as an organizational context in terms of techniques that will produce compliance on the part of subordinates without producing restance.   A study investigated that the principals worked an average of 42.2 hours on the job each week with an additional weekely average of 11 hours of work in the evening. The high volume of the princincipals" work load was demonstrated not only by the length of the average work week, exceeding fifty hours, but also by the large number of tasks that the principals performed.   Eight characteristics have been identified as potential substitutes for the principal"s leadership; ability and experience, task provided feedback, intrinsically satisfying tasks, formalization, active advisory-support functions, low position power, cohesive work group, spatial distance between superior and subordinates.   The OCDQ seems to be a useful device for general charting of school climate in terms of teacher-teacher, and teacher-principal relationships, which can be considered social standards or shared agreements concerning the acceptability of behavior. One recent comprehensive study of high schools indicated that the more open the school"s climate, the less the sense of student alienation toward the school and its professional personnel. A study that examine relationships between characteristics of the principal and the climate of the school often indicated that more open schools have stronger principals who are more confident, self-secure, cheerful, sociable, and resourceful. Moreover, the teachers express greater confidence in their own and school"s effectiveness.   Likert"s formulation of management systems along an exploitive-participative continuum and the subsequent measurement of these types provide additional conceptual capital as well as tools with which to measure school climate. Principal has an important role in the development of a climate conductive to student commitment and sense of power. School with principals who are high in thrust and those characterized by low hindrance have significantly less student alienation in terms of sense of powerlessness.   Fiedles"s contingency model of leadership effectiveness was examined and applied to the public school. Several research studies in public schools were recviewed, providing evidence to support Fiedler"s theory; effectiveness of an elementary school was found to be contingent on the leadership style of the principal and the favorableness of the situation. Reddin"s three-dimensional theory attempted to develop a situational theory of leadership.   It would be emphasized that the principal should know about and should be able to apply in practice the foundatioanl theories and constructs of administration. Labory-based, computer-controlled simulation game would be viewed as a viable means for the development and refinement of conceptual skills.   The effective principal should incline to engage in strong and positions of higher status, and stable in the face of highly affective stimuli. The most widely heralded role of the future principal would be that of instructional leader, which conjures up images of a task routine dominated by the generation of innovative curricular and novel teaching strategies.   The principal who are effective decision-maker engage in a large amount of preliminary work: they seek more information; the differe