초·중등 교사들의 교장직 선택 요인 분석

초록

Principal position is characterized with those features that can be found in other professions, while its unique characteristics and challenges, more often than not, distinguish its attractiveness from other professions. It is important to identify major reasons by which teachers are attracted to principal position, as they provide implications for policy development aiming at reengineering principal position and duties. This study seeks to explore the motivation of Korean elementary and secondary school teachers to become principals. A total of 1,465 elementary and secondary teachers completed a questionnaire developed by research team, in which they were asked to rate the importance of 36 factors influencing their choice of principalship as a career. Factor analysis revealed seven categories of motivating factors. Data analysis showed that extrinsic factors played more important roles than intrinsic factors in making decisions to become principals. While annexed benefits and improved working conditions turned out to be the most influencing factors, monetary compensation and respect from the education community were the least influencing factors. Elementary school teachers with higher education degree and more years of experience were likely to perceive the principal position more favorably. Based on research findings, a few policy implications concerning redesigning principal position and teacher career development were suggested.

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