학교장의 코칭리더십이 교사의 직무태도에 미치는 영향에 관한 연구: 직무자율성과 자기효능감의 매개효과 중심으로

Abstract

The purpose of this study is to confirm the mediating effect of job autonomy and self-efficacy in the relationship between coaching leadership's influence on job satisfaction and job commitment, which is a teacher's job attitude. The resulting survey was distributed to 12 elementary school teachers in Ulsan and the final 270 copies were used for analysis. In order to confirm the influence relationship of these variables, the data was analyzed through a structural equation model. The results of the study are as follows. First, coaching leadership did not have a direct effect on teacher job satisfaction. However, in the case of indirect effects, there was a statistically significant causal relationship. Second, coaching leadership was found to have statistically significant direct and indirect effects on teacher job commitment. Coaching leadership directly affected job commitment, and job autonomy and self-efficacy as mediators, indirectly affected job commitment. Third, coaching leadership had a direct effect on the path to the teacher's job autonomy. In other words, the principal's coaching leadership had a significant positive (+) effect on the teacher's job autonomy. Fourth, job autonomy and self-efficacy had a partial mediating effect in the relationship with job commitment, similar to coaching leadership. Based on the results principal's coaching leadership was an important factor in improving school performance by positively affecting the job satisfaction and job commitment, which is the job attitude of teachers through self-efficacy and job autonomy. Theoretical and empirical implications are presented.