학교행정가와 교사 간 교장리더십 인식 차이에 대한 예측 요인 탐색

Abstract

Historically, investigations into principal leadership have been predominantly focused on the perspectives of teachers. However, criticism has surfaced, contending that studies exclusively focused on teachers' viewpoints inadequately capture principal leadership in an objective manner. Consequently, there is a growing call for a thorough evaluation of leadership that encompasses the perceptions of both school administrators and teachers. To address this issue, this study employed the random forest technique on the 1st year data from the Korean Education and Employment Panel II. The objective was to discern factors predicting variations in the perception of principal leadership between school administrators and teachers. Subsequent to this, Ordinary Least Squares (OLS), school fixed effect model, and school random effect model analyses were conducted employing variables identified for their substantial predictive power through the random forest analysis. This approach facilitated an investigation into principal leadership factors influencing differences in self-evaluation. The findings indicated that positive perceptions among teachers regarding the relationship between the principal and teachers, the conduct of school affairs meetings, teachers' competency, and the efficacy of the school management committee were associated with a reduction in the divergence in the perception of principal leadership between school administrators and teachers. Conversely, a more favorable perception among school administrators concerning the relationship between the principal and teachers, the operation of the curriculum council and student council, and the competencies of teachers in the school resulted in an augmented difference in perception of principal leadership between school administrators and teachers. Based on above results, this study aims to diminish the perceptual gap in principal leadership between school administrators and teachers. Recommendations encompass encouraging teachers to perceive themselves as active members and leaders within the school organization, cultivating an awareness of their roles and responsibilities, and actively participating in problems-solving processes. Furthermore, it is proposed that school administrators should objectively acknowledge their school's functioning and relationships with its members, making concerted efforts to enhance communication within the school community.