실업계 고등학교 교사가 지각한 학교 효과성과 교장 리더십, 학교 풍토 및 교사 교수활동의 관계

The Relationship between School Effectiveness and Principal Leadership, School Climate and Self-Teaching Activity as Perceived by Teachers in Vocational High Schools

The Purposes of this study were to determine the relationship between school effectiveness and principal s leadership, school climate, and self-teaching activity. The population was 27,846 teachers in 460 pure vocational high schools. Using quota sampling and cluster sampling technique, 591 teachers of 12 vocational high schools were sampled for the study. A survey questionnaire was developed by the researcher to collect the information needed for the study, which consisted of school effectiveness scale, principal s leadership scale, school climate scale, teaching activity scale, and personal characteristics items. The data was analyzed through windows SPSS 12.0 statistics packages and used descriptive and inferential statistics. The major findings of this study were as follows: First, school effectiveness levels as perceived by teachers in vocational high school were a little more than the average. Particularly, vocation/career effectiveness was the highest, and cognitive effectiveness was the lowest. Second, principal s leadership levels as perceived by teachers in vocational high school were a little high, and charisma of principal s leadership was particularly high. School climate levels as perceived by teachers in vocational high school were a little high, and environment of school climate was particularly high. Teaching activity levels of vocational high school teacher were a little high, and former instruction activity of teaching activity was particularly high. Third, school effectiveness was related with principal s leadership, school climate, self-teaching activity, and the　 predictive variance of the previous variables in the school effectiveness was 43.0% of total variances.