본 연구는 학교장의 온정적 합리주의 리더십, 교사의 공유리더십, 학교조직 내 학습조직문화, 교사 의 긍정심리자본, 학교조직효과성의 구조적 관계 분석을 목적으로 하였다. 연구 목적을 달성하기 위해 서울시교육청 소속 49개 중학교를 선정, 1,205명의 교사들을 대상으로 오프라인 설문 조사 를 시행하였으며, 최종 분석에는 955부의 설문이 사용되었다. 통계적 검증을 위해 AMOS 18.0, SPSS 18.0 프로그램 및 구조방정식 모형을 사용하였다. 분석 결과, 첫째, 학교장의 온정적 합리 주의 리더십은 학교조직효과성에 직접 영향을 미치지는 않았지만, 교사의 공유리더십, 학습조직문 화, 긍정심리자본에 직접 영향을 미침으로써 다양한 경로를 통해 학교조직효과성에 긍정적이고 유 의한 영향을 미치고 있었다. 둘째, 교사의 공유리더십은 학교조직효과성을 높이는 직접적이고 주요 한 변인임이 구명되었다. 셋째, 학교조직 내 학습조직문화 구축은 학교조직효과성에 직접적으로 영 향력을 행사하였다. 넷째, 교사의 긍정심리자본 역시 학교조직효과성에 직접적이고 유의한 영향을 미치는 주요 변인임이 입증되었다. 본 연구 결과를 통해 학교조직효과성 극대화를 위한 학교장의 온정적 합리주의 리더십 발휘의 중요성이 입증되었으며, 이를 통한 교사의 공유리더십과 학습조직 문화, 긍정심리자본 등의 변인간의 유기적인 상호작용의 중요성도 입증되었다.
The purpose of the study was to analyze the structural relationships between principals’ compassionate rationalism leadership, teachers’ shared leadership, learning organization culture of school, positive psychological capital, and organizational effectiveness of school. Research questions of this study were as follows: First, do principals’ compassionate rationalism leadership, teachers’ shared leadership, learning organization culture of school, positive psychological capital have effects on organizational effectiveness of school? Second, do principals’ compassionate rationalism leadership, teachers’ shared leadership, learning organization culture of school have effects on teachers’ positive psychological capital? Third, do principals’ compassionate rationalism leadership, teachers’ shared leadership have effects on learning organization culture of school? Fourth, does principals’ compassionate rationalism leadership have an effect on teachers’ shared leadership? To achieve the research purpose, the sample(n=955) was drawn from teachers at 49 middle schools. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling(SEM) using AMOS 18.0 and SPSS 18.0 programs. The major findings of the study were as follows: First, principals’ compassionate rationalism leadership had indirect meaningful and positive influences on school organizational effectiveness, and teachers’ shared leadership, learning organization culture of school, teachers’ positive psychological capital had direct significant positive influences on organizational effectiveness of school. Second, principals’ compassionate rationalism leadership, teachers’ shared leadership, learning organization culture of school had direct significant positive influences on teachers’ positive psychological capital. Third, principals’ compassionate rationalism leadership had direct significant positive influences on learning organization culture of school, also, principals’ compassionate rationalism leadership had indirect significant positive influences on learning organization culture of school through the intervening teachers’ shared leadership. Finally, principals’ compassionate rationalism leadership had direct significant positive influences on teachers’ shared leadership.
Ⅰ. 서론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구결과 Ⅴ. 결론 및 제언 참 고 문 헌
