초등학생이 인식한 담임교사의 구성주의 리더십과 수업 참여의 관계에서 자기주도적 학습능력과 학급풍토의 다중병렬매개효과

Abstract

Objectives The purpose of this study is to confirm the effect of constructivist leadership by examining how elementary school teachers' constructivist leadership affects class participation mediated self-directed learning ability and classroom climate.
 Methods For this purpose a survey was conducted on 286 elementary school students. The data obtained through the survey were analyzed in the following way. First, normality was confirmed through descriptive statistical analysis. Second, Cronbach's α coefficient was calculated and confirmatory factor analysis was conducted to analyze the reliability and validity of the instrument. Third, structural equation model analysis was performed using the AMOS program. Fourth, in order to verify the significance of parallel multiple mediating effects, bootstrap using phantom variables was performed.
 Results First, the structural relationship of the research model was fit. Second, it was confirmed that self-directed learning ability and classroom climate each had a significant mediating effect in the relationship between the teacher's constructivist leadership and student’s class participation.
 Conclusions It was empirically confirmed that the constructivist leadership of elementary school teachers is effective in increasing class participation emphasized in constructivist through the mediation of students' self-directed learning ability and class climate. Teachers influence students not only in the teaching, but also in other educational activities such as guidance, and classroom management, so they need a theory that can guide them in how to apply constructivist in each of these areas. Constructivist leadership explains how to exert influence not only in teaching but also in life guidance and classroom management, so it is expected to be a good leadership theory that can provide help to teachers who want to apply constructivist education.