성인교육자 리더십과 리더십 개발 연구를 위한 이슈의 개념화와 이론적 틀
Conceptualization of issues and theoretical framework for the study of Adult Educator's Leadership and Leadership Development
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초록
이 연구는 성인교육자 리더십을 논함에 있어서 일반적인 리더십 이론에 근거한 전통적 및 현대적 리더십 연구, 성인교육학적 맥락에서의 성인 교육자를 위한 리더십 이슈의 개념화, 그리고 이들의 리더십 개발을 위한 이론적 틀을 형성하는 절차를 고찰하는데 그 목적을 두고 있다. 성인교육자 리더십 연구와 관련된 이슈들은 성인교육자의 기능과 사명, 성인교육자 리더십의 개념화, 성인교육자 리더십의 신념과 가치, 성인교육자 리더십의 영역, 성인교육자 리더십의 유형, 성공적인 성인교육 리더들의 특성 등이다. 기본적으로 성인교육자는 여섯 가지 리더십을 기초적인 자질로 갖추고 있어야 한다. 그것은 행정관리 리더십, 장학 리더십, 교수 리더십, 조직문화 리더십, 팀 리더십, 그리고 권한 위임 리더십 등이다. 성인교육 리더는 인적 및 물적 자원의 활용 효과가 극대화되도록 이러한 여섯 가지 리더십 자질과 성인교육적인 특성을 바탕으로 조직을 운영해 나가야 한다. 성인교육자의 리더십 개발 모델은 측정, 도전, 지원으로 이루어지는 다양한 리더십 개발 경험을 마련하고, 그 경험으로부터 배우는 사람들의 능력을 향상시키며, 다양한 리더십 개발 경험을 통합하고 조직의 맥락에 그것들을 포용하는 방식에 근거한다.
Abstract
This study attempts to conceptualize issues and suggest theoretical framework for the study of adult educator's leadership and leadership development Issues which are related to the adult educator's leadership include functions and missions of adult educator, concepts of adult educator's leadership, belief and values of adult educator's leadership, domains of adult educator's leadership, patterns of adult educator's leadership, characteristics of successful adult education leaders, etc. Every adult educator should have six kinds of leadership, that is, administrative leadership, supervisory leadership, instructional leadership, organizational culture leadership, team leadership, and empowering leadership as fundamental traits. Adult education leaders are encouraged to run their education institutes with these six kinds of traits for adult educator's leadership as well as characteristics of adult educational contexts in order to maximize effects of utilization of both human resources and physical resources. Modeling for Leadership development is based on providing adults with experiences for leadership development composing of three components of assessment, challenge, and support, enhancing learner's capabilities acquired from experiences, integrating various developmental experiences, and attaching them to organizational contexts.
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