지도자 유형에 따른 무용전공자의 자기조절능력 연구

Abstract

국 문 요 지

이 연구는 예술고등학교 무용전공자의 지도자 유형에 따른 자기조절능력의 차이를 알아보고자 하는 데 그 목적이 있다. 연구목적을 달성하기 위해 서울․경기․충북․전주․부산 소재 예술고등학교 무용전공 3학년 170명을 대상으로 편의표본 추출하였으며 설문응답이 부실하거나 응답하지 않은 항목이 있는 16부를 제외하고 실제 분석에 사용된 표본은 154부로 다음과 같은 연구결과가 도출되었다. 첫째, 개인적 특성에 따른 지도자유형을 분석한 결과 성별에 따른 지도자 유형은 유의한 차이가 나타나지 않았다. 전공에 따른 지도자 유형은 과제 지향적 지도유형에서 발레, 한국무용, 현대무용 순으로 유의한 차이가 나타났고 민주적 지도유형에서는 발레, 현대무용, 한국무용 순으로 나타났으며 자유방임적 지도유형에서는 현대무용, 한국무용, 발레 순으로 유의한 차이가 나타나지 않았다. 경력에 따른 지도자 유형 또한 유의한 차이가 나타나지 않았다. 둘째, 개인적 특성에 따른 자기조절능력을 분석한 결과 성별과 전공에 따른 자기조절능력은 유의한 차이가 나타나지 않았다. 반면 경력에 따른 자기조절능력은 원인분석력과 감정조절력은 유의한 차이를 보이지 않았으나 충동통제력은 7년 이상, 4-6년, 3년 이하 순으로 유의한 차이가 나타났다. 셋째, 지도자 유형에 따른 자기조절능력은 감정조절력과 충동통제력은 민주적 지도유형에서 유의한 차이가 나타났으며 원인분석력은 민주적 지도유형과 자유방임적 지도유형에서 유의한 차이가 나타났다. 상대적 기여도에 따르면 감정조절력은 민주적 지도유형, 과제 지향적 지도유형, 자유방임적 지도유형 순에 따라 감정조절력이 높았고 충동통제력은 민주적 지도유형, 자유방임적 지도유형, 과제 지향적 지도유형 순으로 충동통제력이 높았다. 원인분석력 또한 민주적 지도유형, 자유방임적 지도유형, 과제 지향적 지도유형 순으로 원인분석력이 높은 것으로 나타났다. 이 연구는 예술고등학교 무용전공자가 인식하는 지도자 유형으로 지도자의 지도유형, 지도방식을 보다 구체적이고 실제적으로 교육 현장에서 유용하게 쓰일 수 있는 자료의 개발을 위해서는 지도자 자신이 바라보는 관점에서의 현장연구가 필요할 것이다. 또한 지도자 유형을 지향적, 민주적, 자유방임적 지도유형의 세 가지 유형으로만 무용 지도자의 지도유형을 분류하여 분석하기에는 한계가 있다. 따라서 후속 연구에서는 무용 지도자로서의 심리학적, 교육학적, 티칭 메소드 등의 전문화된 지도유형을 더욱 세분화하여 제시한다면 구체적인 지도유형을 파악해 볼 수 있을 것이라 사료된다. 이 연구를 기초 자료로 자기조절능력을 향상시킬 수 있는 지도자의 수업모형을 계발하여 제시 할 수 있을 것이다.|ABSTRACT

A Study on self-regulation of dance majors according to type of leaders

Oh Jin Young Dept. of Dance The Graduate School Hanyang University

This study aims to understand how types of instructors of dance majors at arts high school would cause differences in self-regulation. In order to achieve the research goal, the study extracted samples of these 170 seniors who were majoring in dance at arts high schools located in Seoul, Gyeonggi, Chungbuk, Jeonju and Busan through a convenience sampling method, and with 16 samples that had unfaithfully responded or that had missed out answers excluded, the study used a total of 154 samples for the final analysis, and findings of the research are summarized as follows. First, according to the analysis on the types of the instructors depending on personal variables, gender did not present any significant differences in the types of the instructors. In terms of the types of the instructors depending on major, significant differences were noticed in the assignment-oriented instruction type in order of ballet, Korean dance and modern dance and, in regard to the democratic instruction type, significant differences were presented in order of ballet, modern dance and Korean dance. In terms of the permissive instruction type, however, no significant differences were discovered in order of modern dance, Korean dance and ballet. Such result went the same with this career-focused instruction type, and the study did not notice any significant differences. Second, the results of the investigation on self-regulation depending on the personal variables reported that both gender and major did not appear to have significant effects on self-regulation. On the other hand, in connection with self-regulation depending on career, no significant differences were found in causal analytical skills and emotional regulation but when it comes to impulse control, significant differences were observed in order of the groups of the seven years and longer, of the four to six years and of the three years and less. Third, in relation to self-regulation depending on the types of the instructors, emotional regulation and impulse control came up with significant differences in the democratic instruction type and, regarding causal analytic skills, both the democratic instruction type and the permissive instruction type turned out to have significant influences. In the light of a relative level of contribution, emotional regulation was found to be great in order of the democratic instruction type, the assignment-oriented instruction type and the permissive instruction type and when it comes to impulse control, the democratic instruction type presented the highest level of impulse control followed by the permissive instruction type and the assignment-oriented instruction type. The study also learned that as for the causal analytic skills, a result same with that of impulse control was gained. In order to develop references to actually help the field of education use those types of the instructors and instructional methods perceived by the dance majors at arts high school in more detailed and practical ways, this study should conduct a field investigation that would consider viewpoints of the instructors themselves. Not only that, the study is considered to have a limit in that it had categorized and analyzed the instructional types of the dance instructors only in those three instructors’types which are the assignment-oriented, the democratic and the permissive instruction types. Therefore, as far as this study suggests, once follow-up researches carry out even more specialized investigations on the dance instructors’professional instructional types from angles of psychology, education and teaching methods, the instructional types will be understood in more concrete ways. What has been discussed so far will be used as a basic reference for the instructors to design and propose a class model that would improve self-regulation.; ABSTRACT

A Study on self-regulation of dance majors according to type of leaders

Oh Jin Young Dept. of Dance The Graduate School Hanyang University

This study aims to understand how types of instructors of dance majors at arts high school would cause differences in self-regulation. In order to achieve the research goal, the study extracted samples of these 170 seniors who were majoring in dance at arts high schools located in Seoul, Gyeonggi, Chungbuk, Jeonju and Busan through a convenience sampling method, and with 16 samples that had unfaithfully responded or that had missed out answers excluded, the study used a total of 154 samples for the final analysis, and findings of the research are summarized as follows. First, according to the analysis on the types of the instructors depending on personal variables, gender did not present any significant differences in the types of the instructors. In terms of the types of the instructors depending on major, significant differences were noticed in the assignment-oriented instruction type in order of ballet, Korean dance and modern dance and, in regard to the democratic instruction type, significant differences were presented in order of ballet, modern dance and Korean dance. In terms of the permissive instruction type, however, no significant differences were discovered in order of modern dance, Korean dance and ballet. Such result went the same with this career-focused instruction type, and the study did not notice any significant differences. Second, the results of the investigation on self-regulation depending on the personal variables reported that both gender and major did not appear to have significant effects on self-regulation. On the other hand, in connection with self-regulation depending on career, no significant differences were found in causal analytical skills and emotional regulation but when it comes to impulse control, significant differences were observed in order of the groups of the seven years and longer, of the four to six years and of the three years and less. Third, in relation to self-regulation depending on the types of the instructors, emotional regulation and impulse control came up with significant differences in the democratic instruction type and, regarding causal analytic skills, both the democratic instruction type and the permissive instruction type turned out to have significant influences. In the light of a relative level of contribution, emotional regulation was found to be great in order of the democratic instruction type, the assignment-oriented instruction type and the permissive instruction type and when it comes to impulse control, the democratic instruction type presented the highest level of impulse control followed by the permissive instruction type and the assignment-oriented instruction type. The study also learned that as for the causal analytic skills, a result same with that of impulse control was gained. In order to develop references to actually help the field of education use those types of the instructors and instructional methods perceived by the dance majors at arts high school in more detailed and practical ways, this study should conduct a field investigation that would consider viewpoints of the instructors themselves. Not only that, the study is considered to have a limit in that it had categorized and analyzed the instructional types of the dance instructors only in those three instructors’types which are the assignment-oriented, the democratic and the permissive instruction types. Therefore, as far as this study suggests, once follow-up researches carry out even more specialized investigations on the dance instructors’professional instructional types from angles of psychology, education and teaching methods, the instructional types will be understood in more concrete ways. What has been discussed so far will be used as a basic reference for the instructors to design and propose a class model that would improve self-regulation.