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학교장의 변혁적-거래적 리더십 유형과 교사의 학습조직 인식간의 관계 분석

The Relationship Between Schools as Learning Organizations and Transformational-Transactional Leaderships of Principals

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한국성인교육학회 (The Adult & Continuing Education Of Korea)|2008.05|Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education (IJACE)|제11권 제2호|pp. 71-99|DOI 10.22955/ace.11.2.200805.71

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학습조직변혁적 리더십거래적 리더십Transformational leadershipTransactional leadershipLearning organization학교의 학습 조직화Schools as learning organizations

초록

학교가 사회변화에 효과적으로 대응하고 조직역량을 증대하기 위해선 학습조직화가 필요하며, 그 실현 방안에 있어서 학교장의 역할이 중요하고 결정적인 요인이 된다는 것은 꾸준히 주장되어 왔다. 이러한 맥락에서 본 연구 목적은 학교장의 리더십 스타일이 학습조직화에 어떠한 영향을 주는지를 입증하기 위한 한 방법으로 교사의 인식도 조사를 통해 양자의 관계를 분석하는 것이었다. 이를 위해 본 연구는 전국의 30개 초중고등학교에 근무하는 698명의 교사를 대상으로 학교장의 스타일을 변혁적-거래적 리더십 유형으로 지각하는 정도와 자기 학교를 학습조직으로 인식하고 있는 정도를 측정하고 그 상호관계를 조사 하였다. 이들 관계를 밝히기 위해 상관관계 분석 및 위계적 중다회귀분석을 수행하였다. 상관관계 분석 결과에 따르면, 변혁적 리더십과 학습조직 정도간의 상관관계 계수(r)는 .623으로 매우 높은 정적관계가 있는 것으로 나타난 반면에 거래적 리더십 유형과의 상관관계 계수(r)는 .143으로서 상대적으로 낮은 정적관계가 있었다. 회귀분석 결과의 경우, 학습조직 정도에 거래적 리더십 변수 효과로 인한 R²는 2.2%에 불과했으며, 변혁적 리더십 변수 효과로 인한 R²는 34.7%였다. 또한 β값 비교에서도 모든 투입변수가 포함된 회귀분석 모델에서 거래적 리더십은 β=.076 (p>.01)로서 통계적 유의성이 없었고, 변혁적 리더십의 경우 β=.60(p<.01)로서 통계적 유의성이 있는 것으로 나타났다. 결론적으로 본 연구는 조직변화에 초점을 두고 있는 변혁적 리더십 유형이 보상적이고 거래적인 리더십 유형보다 학습조직화에 더 높은 정적인 관계가 있고 학습 조직화를 설명하고 및 예측하는데 보다 결정적이라는 것을 밝혔다.

Abstract

This study examined the relationship between schools as learning organizations and transformational-transactional leaderships of principals by assessing the perceptions of 698 full-time teachers who work for 30 primary and secondary schools. Correlation and hierarchical multiple-regression analyses were conducted to investigate the relationship between these two variables. First, the results of the correlation analysis showed that the Pearson correlation coefficient(r) between principals' transformational leadership and the extent of schools as learning organizations was .623, with a very high positive relationship, whereas r between principals' transactional leadership and the extent of schools as learning organizations was .143, with quite a low positive relationship. According to the results of the hierarchical multiple-regression analyses, the extent of schools as learning organizations accounted for by principals' transactional leadership (R²) was only 2.2%, whereas the extent of schools as learning organizations accounted for by principals' transformational leadership (R²) was 34.7%. In comparison of βs among the regression models, the β for principals' transactional leadership in the regression model with all input variables including controlling variables was .076(p>.01) and not statistically significant, but the β for principals' transformational leadership was .60(p<.01) and statistically significant. In conclusion, this study identified that principals' transformational leadership style focusing on changing the organization has a stronger positive relationship to schools as learning organizations and more critically explains and predicts them than principals' transactional leadership style.

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