잠재성장모형 분석을 통한 교사의 학교장 리더십 인식 유형 분석

초록

Purpose: This study as a new approach to leadership attempts to explore whether leadership is perceived differently over time. The purpose is to clarify whether teachers perceive leadership differently in the same principal and whether it can change over time. Methods: To solve this problem, this study divides the principal's leadership into relationship-oriented and task-oriented dimensions, and uses the Korea Education Longitudinal Study data from the Korea Educational Development Institute. The Latent Growth Modeling (LGM) was applied to perform longitudinal analysis. Results: As a result of the analysis, younger teachers, teachers who have shorter teaching experience, and higher-position teachers are more likely to recognize the principal's task-oriented leadership as high. On the other hand, older teachers and teachers in a lower-position are less likely to recognize the principal's task-oriented leadership. This trend has not changed over time. The factors that teachers recognize the principal's task-oriented leadership are their career, age, and position. Also, male teachers and older teachers recognize that the principal is more likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but older teachers feel with time that the principal’s relationship-oriented leadership decreases. Female teachers and younger teachers recognize that the principal is less likely to exercise his or her relationship-oriented leadership. This tendency has changed with the age of the teacher over time, but younger teachers feel with time that the principal’s relationship-oriented leadership increases. Conclustion: The findings are meaningful in that they not only reveal the practical characteristics of school leadership at sites in Korea, but also reveal the dynamic aspects of leadership. The principal’s leadership needs to broaden its understanding by considering the above characteristics, and the principal needs to understand that his or her leadership works differently according to the background characteristics of the teacher, and it is necessary to make efforts to effectively complement it.

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