This study examined the relationship among the leadership exercising of principal, vice-principal, grade-head teacher, and general teacher and same grade teacher’s teamwork affects on the school organizational effectiveness in the structure of the school organization. This study began to find the implications about how to improve the school organizational effectiveness as well. This study aims to identify the differences of elementary school teacher’s awareness and the influence relationship and the structural relationship among principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness. In order to achieve the objective of this study, the research themes were established as follows: First, how does the awareness upon principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness differ depending on the variables of teacher’s background(gender, job title, career experience) and school background(gender joint of principal and vice-principal)? Second, how do principal’s transformational leadership, vice-principal’s trans-formational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade impact on school organizational effectiveness? Third, what is the structural relationship amongst principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness? For this purpose of conducting this study, 1,280 copies of questionnaires were distributed throughout 64 school in Incheon metropolitan city, and 1,271 questionnaires were retrieved. After eliminating 35 copies which were either containing missing values or deemed insincerely responded, a total of 1,236 copies were adopted and analyzed for this study. In this study, the questionnaire on principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness was employed as an evaluation tool. Upon collected data, frequency analysis and correlation analysis of variance were conducted for basis analysis; and independent sample t-test as well as one-way analysis of variance was performed in order to verify the differences depending on the teacher’s background and the background of school. At the same time, multiple regression analysis and structure equation modeling analysis were also conducted. Based on these procedures, the findings of this study are as follows: First, elementary school teachers has a high level of awareness upon principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness. The awareness of grade-head teacher’s leadership was higher than any other variable. Regarding the discrepancy of teacher’s awareness depending the variables of teacher’s background and school background, it was revealed that grade-head teacher’s leadership and teacher’s self-leadership have significant difference in gender. In consideration of the principal’s transformational leadership, vice-principal’s transformational leadership, and school organizational effectiveness, department head teacher’s perception was higher than that of general teachers. And the perception of teachers on the principal’s transformational leadership, vice-principal’s transformational leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness became higher when they had more teaching career. In the point of view gender joint of principal and vice-principal as the school background, the perception of the teachers who work at the school which gender joint of principal and vice-principal is same was high in consideration of principal’s transformational leadership, vice-principal’s transformational leadership, teacher’s teamwork in the same grade. Second, elementary school principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade had positively significant effect on the school organizational effectiveness. Transformational leadership of the principal and vice principal consisted of individual consideration, intellectual stimulation, vision presentation, and cooperative school culture creation. The findings suggested that principal’s transformational leadership had significant explanatory powers on grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness. The analysis indicated that intellectual stimulation had positive effect on grade-head teacher’s leadership, individual consideration and intellectual stimulation on teacher’s self-leadership, intellectual stimulation and cooperative school culture creation on teacher’s teamwork in the same grade, individual consideration and intellectual stimulation on school organizational effectiveness. Vice-principal’s transformational leadership had significant explanatory powers on grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade, and school organizational effectiveness. The analysis indicated that presentation of vision had positive effect on grade-head teacher’s leadership, individual consideration, intellectual stimulation, and cooperative school culture creation on teacher’s self-leadership and school organizational effectiveness, and intellectual stimulation on teacher’s teamwork in the same grade. The findings suggested that grade-head teacher’s leadership consisted of the sense of goal orientation, the task based leading, the sense of community, and professionality had significant explanatory powers on teacher’s teamwork in the same grade and school organizational effectiveness. The analysis indicated that the sense of community had positive effect on teacher’s teamwork in the same grade and the sense of goal orientation and the sense of community on school organizational effectiveness. The findings suggested that teacher’s self-leadership consisted of visualizing successful performance, self goal setting, self talk, self reward, self evaluating belief and assumption, self punishment, self observation, self control, and self cue had significant explanatory powers on teacher’s teamwork in the same grade, and school organizational effectiveness. The analysis indicated that visualizing successful performance, self goal setting, self evaluating belief and assumption, and self cue had significant effect on teacher’s teamwork in the same grade and self goal setting, self punishment, self observation, and self control on school organizational effectiveness. The findings suggested that teacher’s teamwork in the same grade consisted of communication, adjustment, support behavior, feedback, team orientation, team leadership, and trust had significant explanatory powers on school organizational effectiveness. The analysis indicated that feedback and trust among them had significant effect on school organizational effectiveness. Third, following analysis through direct/indirect effect in the structural relationship among these six variables, principal’s transformational leadership, vice-principal’s transformational leadership, grade-head teacher’s leadership, teacher’s self-leadership, teacher’s teamwork in the same grade caused directly significant effect on school organizational effectiveness. But vice-principal’s transformational leadership did not cause directly significant effect on teacher’s teamwork in the same grade while, it weakly inflicted significant indirect effect mediated by grade-head teacher’s leadership and teacher’s self-leadership. Like this, grade-head teacher’s leadership and teacher’s self-leadership, and teacher’s teamwork in the same grade played a mediating role in increasing the total effect between transformational leadership of principal and vice-principal and school organizational effectiveness. Also teacher’s teamwork in the same grade played a mediating role in increasing total effect between grade-head teacher’s leadership and school organizational effectiveness and between teacher’s self-leadership and school organizational effectiveness. This implies that it is important for principal and vice-principal as a school administrator to exercise their leadership for increasing school organizational effectiveness. And grade-head teacher’s leadership is also important factor to increase school organizational effectiveness regarding the management characteristics of elementary schools centered on the grade level. Furthermore, this implies that teacher’s teamwork in the same grade and self-leadership of teachers who performs student education and work in charge of class go along with to increase school organizational effectiveness. In this study, the variables that have the greatest influence on teacher’s teamwork in the same grade were grade-head teacher's leadership and the variables that have the greatest effect on school organizational effectiveness were teacher’s self leadership. Therefore, it is necessary for principal and vice- principal as a school administrator to recognize importance of grade-head teacher’s leadership and to reinforce the leadership of grade-head teacher through the training and empowerment to improve their leadership. In addition, it is necessary for principal and vice-principal to create atmosphere which teachers exercise their sef-leadership having an autonomy, accountability and professionalism in educational activities. For self-leadership development and improvement training and program support for low-career teachers and general teachers are required. Accumulating all the findings above, it is meaningful that this study examined the structural relationship of the leadership and teamwork of school organization member as human factors influencing the school organizational effectiveness as a whole. In particular, principal's transformational leadership as well as the vice-principal’s transformational leadership in the organization structure of the school is a significant variable that influences school organizational effectiveness. And grade-head teacher’s leadership is significant variables that directly influences teacher’s teamwork in the same grade. Moreover, teacher’s self-leadership is strong significant variable that directly affects on school organizational effectiveness. Therefore, self-leadership training and education program development and application for low-career teachers and general teachers are required to improve school organizational effectiveness. And in order to improve the teacher's teamwork in the same grade, training and education programs should be expanded to support the development of the grade-head teacher's leadership and school administrators should have to create an atmosphere and opportunity for grade-head teachers to actively exercise leadership. ，韩语论文题目，韩语论文网站 |
