담임교사의 권력기반이 중고등 학생들의 학교규범 준수행동, 학교만족 및 성적에 미치는 영향
The Impact of a Class Teacher's Power Bases on Students
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본 연구에서는 중고등 학생들이 지각한 학급 담임교사의 권력기반에 따른 학교규범 준수행동, 학교만족도 및 성적 차이를 살펴보고자 하였다. 남녀 중등학생 총 260명을 대상으로 실시한 본 연구의 주요결과는 첫째, 담임교사의 참조권력이 클수록 학생들은 학교의 규정적 규범(하도록 권장하는 행동들)을 잘 준수하고 있었으며, 그 이외의 다른 권력들은 규정적 규범준수 정도와 무관하였다. 둘째, 학생들의 금지적 규범(하지 말도록 권장하는 행동들)준수는 담임교사의 개별 권력기반보다는 강제권력과 전문성권력, 전문성권력과 참조권력, 합법권력과 참조권력의 결합에 따라 다른 영향을 주고 있었다. 셋째, 담임교사의 강제권력이 크다고 지각할수록 학생들의 학교만족도가 낮은 반면, 합법권력과 참조권력이 클수록 학교만족도는 높은 것으로 나타났다. 마지막으로 지각된 담임교사 권력기반과 성적간에는 유의한 관계가 없었다.
Abstract
The present study aims to investigate students' perception of his(her) class teachers' power bases. Specifically, the current study centers around the effects of the class teacher's power bases on students' norm observance, levels of school satisfaction, and academic performance. 260 students from secondary schools participated in the current research. The major findings are as follows. First, the greater the teacher's referent power, the more the students conformed to descriptive norms. However, power bases other than referent power had no bearing on the extent to which these students followed descriptive norms. Second, students' prescriptive norm observance was found to be affected by a combination of power bases between coercive power and expert power, between expert power and referent power, and between legitimate power and referent power rather than the teachers' individual power base. Third, the students' levels of school satisfaction were revealed to be low when they perceived their teachers' coercive power as great. On the contrary, their level of school satisfaction was found to be higher when they viewed legitimate power and referent power as being greater. Finally, no significant relation was noticed in academic performance with regard to the students' perceptions of their class teachers' power bases.
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