학교장의 분산적 지도성과 교사만족도 관계에서 교사 및 학교 특성의 조절효과

초록

The purpose of this study is to analyze the level of school principals’ distributed leadership perceived by teachers and teachers’ satisfaction level, along with the moderating effects of teacher and school factors as moderators on the relationship between the two variables. Utilizing the survey data of 6,442 middle school teachers across South Korea extracted from the 「An Analysis of the Level of School Education and Its Actual Condition」 administered by the Korean Educational Development Institute, such methods as descriptive statistics, t-test, structural equation modeling, and moderating effect analysis are applied. Data analyses show that the levels of teachers’ perception on principals’ distributed leadership as well as their job satisfaction are relatively higher. Their perceptions, however, show statistical difference depending upon their personal backgrounds as well as school characteristics. Regarding the relationship between two variables, their exists a statistically significant positive relationship between the distributed leadership of principals and teachers’ satisfaction, while those moderator variables such as teachers’ position, education level, school location and type affect the strength of the relation between the two variables. This study reaffirms the importance of school context as well as shared responsibilities between school administrators and teachers in boosting the level of teachers’ satisfaction toward their jobs and schools. Based on the findings, policy implications are suggested.

키워드