학교장의 교육리더십, 학습조직문화, 교사효능감 및 교사의 학습 몰입 변인 간의 구조적 관계
Structural Relationships Between the Variables of the Principal's Educational Leadership, Learning Organization Culture, Teacher Efficacy and Teacher's Learning Flow
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본 연구의 목적은 학교장의 교육리더십, 학습조직문화, 교사효능감 및 교사의 학습 몰입 변인 간의 구조적 관계를 분석하는 것이었다. 본 연구를 위해 서울시 소재 초등학교 교사 908명을 대상으로 설문을 실시하였으며 최종적으로 813부를 분석에 사용하였다. 연구모델의 통계적 검정을 위해서는 Amos 18.0과 Mplus 6.0 프로그램을 사용하였다. 분석 결과는 다음과 같다. 첫째, 학교장의 교육리더십은 학습조직문화에 직접적으로 영향을 미치는 것으로 나타났다. 둘째, 학교장의 교육리더십과 학습조직문화는 각각 교사효능감에 직접적으로 영향을 미치는 것으로 나타났다. 셋째, 학교장의 교육리더십은 교사의 학습 몰입에 긍정적 직접효과는 없었으나 학습조직문화와 교사효능감을 매개로 교사의 학습 몰입에 긍정적 간접효과가 있었다. 넷째, 학습조직문화와 교사효능감은 교사의 학습 몰입에 긍정적인 직, 간접적 효과가 있는 것으로 나타났다. 본 연구의 결과로, 학교장의 교육리더십, 학습조직문화, 교사효능감, 교사의 학습 몰입 변인 간의 정적 상관이 입증되었다. 그 중, 교사효능감은 교사의 학습 몰입에 가장 영향력 있는 변인으로 나타났다. 이로써, 교사의 학습 몰입을 위해서는 학교장이 직접 리더십을 발휘하려고 하기보다는 성인학습자로서의 자발성을 존중하여 교사효능감을 신장시키는 방법, 또는 교사들의 학습조직문화를 활용하는 방법이 효과적이라는 결론을 도출하였다.
Abstract
This study was designed to analyze the structural relationship between the school principal's educational leadership, learning organization culture, teacher efficacy and teacher's learning flow. Results showed that a principal's educational leadership directly affected learning organization culture. A principal's educational leadership and learning organization culture each influenced teacher efficacy both directly and indirectly. A principal's educational leadership did not have a positive effect on teacher's learning flow, but it did show an indirect and positive effect on teacher's learning flow. Learning organization culture and teacher efficacy affected teacher's learning flow directly and indirectly. The findings show that there was a positive effect between a principal’s education leadership, learning organization culture, teacher efficacy and teacher’s learning flow. Among the variables, teacher efficacy was the most significant variable to affect learning flow. In conclusion, to improve teachers' learning flow, it is necessary for the principal to raise the teacher efficacy with thier organization culture rather than provide direct educational leadership.
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