The Relationships of Kindergarten Teacher's Self-leadership, Job Satisfaction and Director's Super-leadership
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This study investigated the relationships between kindergarten teachers' self-leadership and their job satisfaction as well as their directors' super-leadership. It also tried to identify the sub-variables of job satisfaction and super-leadership that best explained the teacher's self-leadership. Three instruments of 「Kindergarten Teacher's Self-leadership Questionnaire」(Kim, 2007), 「Kindergarten Teacher's Job Satisfaction Questionnaire」(Park, 2003), and 「Kindergarten Director's Super-leadership Questionnaire」 were administered to 376 kindergarten teachers simple random sampled from a total of 919 private kindergartens in Gyeonggi-Do, Republic of Korea. The results indicated that the kindergarten teacher's self-leadership and job satisfaction showed a positive correlation. The teacher's self-leadership also showed positive correlation with all sub-variables of the director's super-leadership. The sub-variables of director's super-leadership or teacher's job satisfaction that best predicted the kindergarten teacher's self-leadership were 'teaching achievement', 'reward and punishment' and 'personal growth and professional development', when combined demonstrated an explanatory power of 50%. Of the 3 sub-variables, 'teaching achievement' accounted for the largest explanatory power of 39%. These results suggest that the satisfaction from teachingitself is the most important variable in explaining the teacher's self-leadership.
Abstract
This study investigated the relationships between kindergarten teachers' self-leadership and their job satisfaction as well as their directors' super-leadership. It also tried to identify the sub-variables of job satisfaction and super-leadership that best explained the teacher's self-leadership. Three instruments of 「Kindergarten Teacher's Self-leadership Questionnaire」(Kim, 2007), 「Kindergarten Teacher's Job Satisfaction Questionnaire」(Park, 2003), and 「Kindergarten Director's Super-leadership Questionnaire」 were administered to 376 kindergarten teachers simple random sampled from a total of 919 private kindergartens in Gyeonggi-Do, Republic of Korea. The results indicated that the kindergarten teacher's self-leadership and job satisfaction showed a positive correlation. The teacher's self-leadership also showed positive correlation with all sub-variables of the director's super-leadership. The sub-variables of director's super-leadership or teacher's job satisfaction that best predicted the kindergarten teacher's self-leadership were 'teaching achievement', 'reward and punishment' and 'personal growth and professional development', when combined demonstrated an explanatory power of 50%. Of the 3 sub-variables, 'teaching achievement' accounted for the largest explanatory power of 39%. These results suggest that the satisfaction from teachingitself is the most important variable in explaining the teacher's self-leadership.
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