교수자의 자기인식과 학생들의 인지에 근거한 영어교수자의 서번트 리더십

Consistent interest in leadership has led researchers to explore and verify how Servant Leadership (SL, Greenleaf, 1970) could eventually contribute to educational circumstances. This study tries to investigate the feasibility of servant teacher leadership in English language teaching and learning environments, although such attempts have not been examined to any great degree in Korea. Hence, this study identified and compared the English teachers’ SL and students’ perception. Participation ranged from elementary school level through university. The survey participants of this study were 437 students from secondary schools to universities and 40 English instructors from each school level. Teachers were also asked to assess themselves about their SL capability as a teacher leader (Hays, 2008). For this, a questionnaire was categorized into five sub-components based on Laub’s Servant Organizational Leadership Assessment (SOLA, Laub, 1999) instrument. To represent perception of SL among the students and teachers, open-ended questions and semi-structured interview data were included and discussed. Data collected in the present study were analyzed statistically and showed the differences between students’ perceptions and teachers’ self-assessment. Implications of English teachers’ SL capability reflected in students’ expectations were discussed further.