장학담당자와 교사의 행동특성이 장학효과성에 미치는 영향

The Effect of Supervisor s and Teacher s Behavior Characteristics on Supervision Effectiveness

The purpose of this study is to explore the effect of supervisor s and teacher s behavior characteristics on supervision effectiveness. For this study, literature review methodology and empirical data analysis were used. The subjects in this study were 1,303 elementary school teachers. In order to investigate how the behavior characteristics of supervisors and teachers affect the supervision effectiveness, the collected data were analyzed by the SPSS PC+ program. For the statistical analysis, correlational analysis and general linear regression analysis were employed. The findings of this study were as follows: First, the supervisor s and teacher s behavior characteristics have a positive relation to the supervision effectiveness. All sub-variables of the supervisor s and teacher s behavior characteristics are positively related to the supervision effectiveness. Second, support for training activities among all sub-variables of the supervisor s behavior characteristics has the greatest influence on the supervision effectiveness. All sub-variables of the supervisor s behavior characteristics have statistically significant influences on 4 areas of the supervision effectiveness such as operation of educational activities, psychological stability and accomplishment, management and evaluation, and improvement of human relation. Third, discussion activities among all sub-variables of the teacher s behavior characteristics has the greatest influence on the supervision effectiveness, followed by teacher s attitudes, supervisory activities for teaching/learning, and in-service training activities. Especially, teacher s attitudes, supervisory activities for teaching/learning, and discussion activities have statistically significant influences on all 7 areas of the supervision effectiveness.