체대입시지도자 리더십이 체대입시생의 학습태도에 미치는 영향

Abstract

체육계열 학과에 입학하기 위해 체육 실기는 필수적 요소이며, 전문적인 지도하에 준비를 해야 한다. 본 연구는 체대입시생의 효율적인 실기능력 배양과 학습능력을 향상시키기 위해 체대입시 지도자 리더십 유형이 학습태도에 미치는 영향을 규명하여 체대입시생들이 원하는 목표에 도달하는데 도움을 주는데 목적이 있다. 리더십의 유형으로는 변혁적 리더십과 거래적 리더십 두 가지로 선정하였다. 연구의 대상은 서울시와 경기에 소재한 체대입시기관을 선정하여 실기훈련을 참여하고 있는 학생 230명을 대상으로 하였다. 설문지는 총 230부를 배부하여 불성실한 설문지 36부를 제외한 197부를 회수하여 분석에 사용하였다. 설문지는 국내 선행연구에서 설문지의 신뢰도와 타당도 검증을 실시하여 사용했던 도구들 가운데 본 연구의 목적에 맞게 수정하고 보완하여 사용하였다. 자료처리는 WINDOWS용 SPSS/PC+ V20.0통계프로그램을 활용하였으며 자료 분석은 다중 회기분석 방법을 통해 검증을 실시하였다. 이와 같은 연구방법을 거쳐 다음과 같은 결론을 얻었다. 첫째, 변혁적 리더십의 개별적 배려 요인은 학습태도 요인 중 관심에 영향을 미쳤다. 둘째, 변혁적 리더십의 지적자극 요인은 학습태도 요인 중 성취와 집중에 영향을 미쳤다. 셋째, 변혁적 리더십의 카리스마 요인은 학습태도의 모든 요인에 영향을 미치지 못하였다. 마지막으로 거래적 리더십과 학습태도의 상관관계에 대한 결과는 다음과 같다. 첫째, 거래적 리더십의 조건적 보상 요인은 학습태도 요인 중 관심과 성취에 영향을 미쳤다. 둘째, 거래적 리더십의 예외적 관리 요인은 학습태도의 모든 요인에 영향을 미치지 못하였다. 결과적으로 체대입시생의 학습태도에 영향을 미치는 체대입시 지도자의 리더십을 통하여 체육계열 학과 실기를 준비하는데 도움이 될 것이라 사료된다. 체대입시생의 학습태도를 향상시키기 위해서는 체대입시 지도자가 확실한 목표를 심어주고 멘토역할을 충실히 하며, 항상 실기 훈련에 대한 정확한 정보 제공과 훈련 내용에 대한 구체적인 이론적 설명을 통해 체대입시생의 실기 훈련의 이해를 도울 수 있도록 지도하고 노력해야 할 것이다.|In order to enter colleges of physical education, one’s ability for practical examination is a necessary requisite and has to be trained under professional coaching. The purpose of this research is to help Physical Education College prep students in practical examination by analyzing different influences of kinds of leaderships in coaching with which, hopefully, the students could improve their practical and learning ability and reach their educational goals. For types of leaderships, revolutional leadership and transactional leadership have been applied. The subject of study has been chosen as two hundred thirty college prep students of private physical education institutes which are based in Seoul and Gyeonggi province. The equal number of questionnaires has been handed out to the students among which 197 questionnaires has been closely analyzed for the research, whereas 36 questionnaires are insincerely answered and hardly used. The tools of the questionnaires have been selected from preceding researches which are closely analyzed for the reliability and validity. The tools have also been particularly modified and supplemented for this research. WINDOWS SPSS/PC+ V20.0 statistical program have been used for data processing and, for data analysis, multicenter retrospective analysis has been utilized. Closely analyzed by methods mentioned above, conclusions have been drawn as follow. First, the individual consideration factor of revolutional leadership has an effect on one’s interest among factors of learning attitude. Second, the intellectual stimulus factor of revolutional leadership has an effect on one’s accomplishment and concentration among factors of learning attitude. Third, the charisma factor of revolutional leadership has an effect on every factor of learning attitude. The last, the conclusions of correlation between transactional leadership and learning attitude are as follow. First, the contingent reward factor of transactional leadership has influenced one’s interest and accomplishment. Second, the exceptional management factor of transactional leadership has influenced none of the factors. As a result, leaderships which are highly influential to learning attitude of Physical Education College prep students are seemed to have a great importance in improving students’ practical ability. Leaders have to show definitive goals and, at the same time, carry out mentor’s duties faithfully. It is also very important for leaders to provide students with accurate information of practical training and give them detailed theoretical explanation for training programs in order for students to well understand what they train and train for.; In order to enter colleges of physical education, one’s ability for practical examination is a necessary requisite and has to be trained under professional coaching. The purpose of this research is to help Physical Education College prep students in practical examination by analyzing different influences of kinds of leaderships in coaching with which, hopefully, the students could improve their practical and learning ability and reach their educational goals. For types of leaderships, revolutional leadership and transactional leadership have been applied. The subject of study has been chosen as two hundred thirty college prep students of private physical education institutes which are based in Seoul and Gyeonggi province. The equal number of questionnaires has been handed out to the students among which 197 questionnaires has been closely analyzed for the research, whereas 36 questionnaires are insincerely answered and hardly used. The tools of the questionnaires have been selected from preceding researches which are closely analyzed for the reliability and validity. The tools have also been particularly modified and supplemented for this research. WINDOWS SPSS/PC+ V20.0 statistical program have been used for data processing and, for data analysis, multicenter retrospective analysis has been utilized. Closely analyzed by methods mentioned above, conclusions have been drawn as follow. First, the individual consideration factor of revolutional leadership has an effect on one’s interest among factors of learning attitude. Second, the intellectual stimulus factor of revolutional leadership has an effect on one’s accomplishment and concentration among factors of learning attitude. Third, the charisma factor of revolutional leadership has an effect on every factor of learning attitude. The last, the conclusions of correlation between transactional leadership and learning attitude are as follow. First, the contingent reward factor of transactional leadership has influenced one’s interest and accomplishment. Second, the exceptional management factor of transactional leadership has influenced none of the factors. As a result, leaderships which are highly influential to learning attitude of Physical Education College prep students are seemed to have a great importance in improving students’ practical ability. Leaders have to show definitive goals and, at the same time, carry out mentor’s duties faithfully. It is also very important for leaders to provide students with accurate information of practical training and give them detailed theoretical explanation for training programs in order for students to well understand what they train and train for.