몽골 초등학교장의 지도성 유형과 학교조직풍토와의 관계 연구

Abstract

몽골 학교장의 지도성 유형과 학교조직풍토와의 관계를 알아내어 바람직한 학교장 지도성 행동 개발과 증대를 위한 가장 기초 작업에 기여하고, 학교목표 달성 및 양질의 교육환경을 조성하는 동시에 학교 경영발전과 교육목표 구현에 필요한 시사점을 찾고자 하는 것이 이 논문의 목적이다. 이 에 따라 연구 문제는 다음과 같이 설정하였다. 첫째, 몽골 초등학교장의 지도성유형에 대하여 변인(성별, 교직경력, 학교설립유형, 학교규모)에 따라 교사들은 어떻게 지각하고 있는가를 밝히고, 둘째, 몽골 학교조직풍토의 개방성 지수에 대하여 변인(성별, 교직경력, 학교설립유형, 학교규모)에 따라 교사들은 어떻게 지각하고 있는가? 셋째, 몽골 초등학교장의 지도성 유형과 조직풍토의 개방성 지수 간에 어떠한 관계가 있는지를 밝히고자 하였다. 이 연구의 대상과 자료는 몽골의 수도에 소재하는 초등학교 140명 교사를 대상으로 하였으며 질문지 회수 결과 최종적으로 124부를 본 연구 자료로 활용하였다. 본 연구의 수집된 자료는 SPSS(Statistical Package for the Social Science) 프로그램을 이용하여 분석하였다. 분석기법으로는 연구 대상자의 일반적 특성을 파악하기 위하여 빈도와 백분율을 산출하였고, 연구 대상자의 일반적 특성을 파악하기 위해 빈도와 백분율을 산출하였고, 연구 대상자의 일반적 특성에 따라 지도성과 학교조직풍토에 대한 인식을 살펴보기 위해 t-test와 One-way ANOVA을 실시하였다. 또한, 학교장의 지도성과 학교조직풍토간의 관계를 파악하기 위해 Correlation 분석을 실시하였다. 본 연구의 자료를 수집하기 위한 도구로는 학교장의 지도성을 측정하기 위해 Halpin의 지도자 행동질문지(LBDQ)와 학교조직풍토의 유형을 측정하기 위해 한국판 학교조직풍토기술 질문지(OCDQ-KOR) 연구에 맞게 소정 보완하여 사용하였다. 이러한 통계적 방법에 의해 분석된 연구 결과는 다음과 같다. 첫째, 학교장의 지도성유형이 개인 배경과 학교 배경에 따라 다르다고 할 수 있다. 개인 배경 변인에서는 성별에 따른 지각 차이는 여성이 남성보다, 사립학교 국립학교보다 인화중심 지도성이 더 높은 것으로 나타났다. 남교사들은 효율적인 지도성을 발휘한다고 지각하였으며, 5년 이하의 경력을 가진 교사가 15년 이상 경력을 가진 교사보다 과업중심적 지도성을 더 한다는 것으로 나타났다. 둘째, 학교조직풍토의 개방성 지수는 학급이 작을수록 높게 나타났고 여교사들은 남교사들보다 더 친교적 행동을 하는 것을 볼 수 있었다. 개방성 지수는 여성이 남성보다 더 높았으며 5년 이하의 경력을 가진 교사가 15년 이상 경력을 가진 교사보다 개방성 지수가 높았다. 사립학교가 국립학교보다 개방성 지수가 더 높았고 5학급 미만 학교가 다른 학교규모의 학교보다 개방성 지수가 더 높았다. 친교적이고 헌신적 행동이 사립학교에 더 지각되었고 관료적인 행동이 국립학교에 더 높은 것으로 나타났다. 셋째, 학교장의 지도성유형과 학교조직풍토의 관계는 밀접한 관계가 있었다. 조직풍토의 하위 요인 친교적 행동이 클수록 과업중심지도성은 증가하는 것으로 나타났다. 원칙강조의 경우 헌신적 행동과는 음(-)의 상관으로 나타났고 원칙이 강조되는 지도성은 헌신적 행동이 줄어드는 것을 볼 수 있다. 목표 지향적 행동이 클수록 인화중심지도성은 증가하는 것으로 나타났으며 개방성지수는 관심과 가장 큰 상관을 가지고 있음을 알 수 있었다. 따라서 몽골의 초등학교의 개방성 지수는 인화중심지도성과의 (+) 상관이 있는 것을 알 수 있다. 본 연구를 통한 학교장의 지도성 유형과 조직풍토를 분석한 결과 다음과 같이 제언하고자 한다. 우선, 학교장의 지도성은 학교조직풍토와 많은 영향을 미칠 수 있음을 알 수 있었고, 학교조직풍토는 매우 다양한 요소의 상호작용에 의해 만들어지게 되지만 무엇보다도 학교장의 지도성이 가장 큰 영향을 미칠 수 있음을 확인할 수 있었다. 후속연구로는 학교장의 지도성과 학교조직풍토에 대한 조사 연구와 더불어 질적 연구도 같이 병행하야 하며 학교장의 지도성 유형과 조직풍토 개방성 지수 요인을 좀 더 세분화할 필요가 있다고 본다. 또한 이 연구를 몽골 학교장 지도성개발제 등 현재 시행중인 교육정책에 반영한다면 보다 만족스런 정책방안을 수립하는 데 도움이 될 것이라고 본다.

|This study has the purpose to research and analyze the relation between the leadership types of school principals perceived by elementary teachers and school organization climate to suggest the basis data and to find ways how to accomplish the goal of school organization effectively and to draw out the problems for the efficient management of school by presenting which type of leadership is helpful. The research questions posed in this study were to find out as follows. First, What do the teachers' perceive about leadership types of principals according to background factors such as gender, teaching experience, foundation of school and school size? Second, What do the teachers' perceive about organizational climate of school according to background factors (gender, teaching experience, foundation of school and school size). Third, what is the relationship between principal's leadership types and openness level of organizational climate? Questionnaires were distributed to 140 teachers, who were selected from 20 elementary school in city of Ulanbatar. Among them 124 copies of questionnaires were collected. The collected data were analyzed by SPSS program. The level of significance was tested by a coefficient, frequency, percentage, t-test, F-test and correlation test. For this study, two measurement tools have been used. To measure the leadership type of school principals, the LBDQ by Halpin was used and leader's behaviors were classified into consideration and initiating structure leadership type. As the tool measure the organizational climate of school, OCDQ-KOR by Ro, Jong Hee was used. The results of this study are as follows. Firstly, for the leadership of principals according to teachers and schools' background factors, there were significant differences of recognition in gender, teaching experience, foundation and size of school. For outlook on initiating structure(task oriented) leadership type by low career teachers had high perception on initiating structure leadership of their principals than high career teachers. Female and private school teachers shows high perception on consideration leadership of their principals than male teachers and the national schools Secondly, as a result of analysis on the difference openness level of school climate by teachers and schools' background factors there were also significant differences in the openness level of school organization climate according to the gender, teaching experience, foundation of school and school size. Openness level of school organization climate was higher in the factors that teachers who have low teaching experiences, private schools, small size schools and female teachers Lastly, there was a very significant relationship between the principal's leadership and openness level of school organization climate. The higher initiating structure leadership, the higher intimacy environment in school. Principles emphasis leadership style were negative relation with commitment behavior of organizational climate. In addition, there were significant differences in task orientation behavior among consideration leadership. Openness level of elementary school organization climate was the highest relation in the consideration leadership type in average, showing the significant differences in from the other leadership types. From the analysis results of the leadership type of principals and organizational climate of school, the followings are suggested. Most of all, influence on organizational openness in school, because although school climate is formed by interaction among multiple factors, principal leadership is one of the biggest impacting factors. especially the human orientation leadership is most efficient. In the consequent studies, it seems necessary to carry out the qualitative research along with the study on the leadership type of principal and organizational climate of school, and the comparative study by another country, classifying the leadership type of principal and the organizational climate of school more in detail. If this study is reflected to the current educational policies such as principal's leadership development program, it will be helpful in establishing the more satisfactory policies.; This study has the purpose to research and analyze the relation between the leadership types of school principals perceived by elementary teachers and school organization climate to suggest the basis data and to find ways how to accomplish the goal of school organization effectively and to draw out the problems for the efficient management of school by presenting which type of leadership is helpful. The research questions posed in this study were to find out as follows. First, What do the teachers' perceive about leadership types of principals according to background factors such as gender, teaching experience, foundation of school and school size? Second, What do the teachers' perceive about organizational climate of school according to background factors (gender, teaching experience, foundation of school and school size). Third, what is the relationship between principal's leadership types and openness level of organizational climate? Questionnaires were distributed to 140 teachers, who were selected from 20 elementary school in city of Ulanbatar. Among them 124 copies of questionnaires were collected. The collected data were analyzed by SPSS program. The level of significance was tested by a coefficient, frequency, percentage, t-test, F-test and correlation test. For this study, two measurement tools have been used. To measure the leadership type of school principals, the LBDQ by Halpin was used and leader's behaviors were classified into consideration and initiating structure leadership type. As the tool measure the organizational climate of school, OCDQ-KOR by Ro, Jong Hee was used. The results of this study are as follows. Firstly, for the leadership of principals according to teachers and schools' background factors, there were significant differences of recognition in gender, teaching experience, foundation and size of school. For outlook on initiating structure(task oriented) leadership type by low career teachers had high perception on initiating structure leadership of their principals than high career teachers. Female and private school teachers shows high perception on consideration leadership of their principals than male teachers and the national schools Secondly, as a result of analysis on the difference openness level of school climate by teachers and schools' background factors there were also significant differences in the openness level of school organization climate according to the gender, teaching experience, foundation of school and school size. Openness level of school organization climate was higher in the factors that teachers who have low teaching experiences, private schools, small size schools and female teachers Lastly, there was a very significant relationship between the principal's leadership and openness level of school organization climate. The higher initiating structure leadership, the higher intimacy environment in school. Principles emphasis leadership style were negative relation with commitment behavior of organizational climate. In addition, there were significant differences in task orientation behavior among consideration leadership. Openness level of elementary school organization climate was the highest relation in the consideration leadership type in average, showing the significant differences in from the other leadership types. From the analysis results of the leadership type of principals and organizational climate of school, the followings are suggested. Most of all, influence on organizational openness in school, because although school climate is formed by interaction among multiple factors, principal leadership is one of the biggest impacting factors. especially the human orientation leadership is most efficient. In the consequent studies, it seems necessary to carry out the qualitative research along with the study on the leadership type of principal and organizational climate of school, and the comparative study by another country, classifying the leadership type of principal and the organizational climate of school more in detail. If this study is reflected to the current educational policies such as principal's leadership development program, it will be helpful in establishing the more satisfactory policies.