중등학교 교장의 지도행동과 교사의 심리적 안녕감과의 관계 분석

Analysis of the Relationships between the Secondary School Principals` Leader-Behavior and the Teachers' Psychological Well-being

본 연구의 목적은 중등학교 교사들이 지각하고 있는 심리적 안녕감과 교장의 지도행동 유형을 조사하고, 양자 사이의 관계를 규명하는데 있다. 이를 위해 연구자는 서부경남지역의 공ㆍ사립 14개 중ㆍ고등학교에 재직하고 있는 교사 400명을 대상으로 질문지 조사를 실시하고 그 결과를 교사들의 배경변인에 따라 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 중등학교 교사들의 심리적 안녕감은 중간보다 높은 것으로 나타났다(3.67). 둘째, 교장의 지도성 유형에 대한 전체 응답자들의 반응은 과업 중심적 지도성 유형(2.97)이라고 지각하기보다는 인화중심적 지도성 유형(3.14)이라고 지각하는 것으로 나타났다. 셋째, 교장의 인화중심적 지도성과 과업중심적 지도성 모두 심리적 안녕감의 하위 요인인 자율성에 의미 있는 정적 영향을 미치는 것으로 나타났다.

The study problems of this study were as follows: i) Is there any meaningful perceptional difference on teachers' psychological well-being depending on teachers' background variables(sex, establishment of the school, teaching career, school size)? ii) Is there any meaningful perceptional difference on principal's leader-behavior depending on the teachers' background variables? iii) Is there any meaningful perceptional difference on teachers' psychological well-being depending on the principal's leader-behavior? To solve these study problems, the researchers administered questionnaire survey on the subjects of total 400 teachers were drawn from 14 public, private, middle, and high schools located in the western Gyeong-nam Province. Main results of this study were as follows: First, concerning the psychological well-being, middle school teachers were shown somewhat highly than the high school teachers. They have a tendency to be usually satisfied with most of their life. It is indicated that teachers perceive highly the sub variables of psychological well-being as the order of the purpose of life, the relation with other people, self- acception, and the autonomy. It was revealed that the teachers who worked at 12-24 class-size school showed highest psychological well-being level among any other characteristics of the subjects. Second, concerning the principal's leader-behavior, it was appeared that most teachers perceived as consideration-oriented leader-behavior rather than task-oriented leader-behavior. And in the question of perception of consideration-oriented leader-behavior by the teacher's background variables, the teachers who work at the big-size school were recognizing it most highly. And the teachers who have less teaching career were recognizing the principal's leader-behavior as consideration-oriented. The teachers, however, who have less teaching career and teachers of public school than private school were recognizing the principal's leader-behavior as task-oriented Third, it was revealed that task-oriented leader-behavior has meaningful positive correlation only with an autonomy factor of psychological well-being. However, the consideration-oriented leader-behavior has meaningful positive correlation with all of the sub variables of the psychological well-being. And both principal's consideration-oriented leader-behavior and task-oriented leader-behavior style have positive effect on an autonomy factor of a sub-variable of psychological well-being.