지적장애 특수학교장의 리더십 핵심역량과 교사동기와의 관계

The Relation Between the Leadership Core Competencies of the Principals of the Special School for Students with Intellectual Disabilities and Teacher Motivation

본 연구는 지적장애 특수학교장의 리더십 핵심역량과 교사동기와의 관계를 살펴보고자 하였다. 이를 위해 500명의 지적장애 특수학교에 근무하는 교사로 연구대상을 선정하였고, 3개월 동안 설문조사를 실시하고, 불성실한 답변자료를 제외한 400부를 통계처리를 하였다. 본 연구결과에 따르면, 지적장애 특수학교 교사들은 전반적으로 교장의 리더십 핵심역량에 대해 중요하게 인식하고 있다. 지적장애 특수학교장의 리더십 핵심역량에 대한 교사의 중요도 인식수준에서는 유의한 차이가 없지만 수행도 인식수준은 배경변인(성별, 교육경력, 학위 , 설립유형, 학교급별)에 따른 인식차이가 있다. 또한 이런 인식수준은 교사동기에 많은 영향을 미친다. 이러한 연구결과를 바탕으로 지적장애 특수학교 교사의 동기를 신장시킬 수 있는 학교장의 리더십 핵심역량에 대해 논의를 하였다.

The purpose of this study is to investigate the relation between the leadership core competencies of the principals in the special school for students with intellectual disabilities and teacher motivation. For this study, teachers who work at the special schools for students with intellectual disabilities were selected as participants. The survey was conducted for three months and the total of 400 copies of survey excluding incomplete responses were statistically analyzed. According to the results of this study, teachers of the special schools for students with intellectual disabilities were recognizing the importance of the leadership core competencies of the principals as a whole. Although there were no significant differences in the level of teachers' recognition on the importance of the leadership core competencies of the principals, there were differences in recognition of the degree of performance according to teachers' demographic background (gender, year of teaching, highest degree held, type of establishment, and school level). In addition, the degree of recognition greatly influenced teachers' motivation. Based on the results of this study, the leadership core competencies of the principals that can enhance the teachers' motivation were discussed.