HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
ÃʵîÇб³Áß°£°ü¸®ÀÚÀÇ ±³À°¸®´õ½Ê ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà ¿¬±¸³í¹®ÀÔ´Ï´Ù
Àüü 20 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¼Ò°³±Û
Á¦¸ñ : ÃʵîÇб³ Áß°£°ü¸®ÀÚÀÇ ±³À°¸®´õ½Ê ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà¿¡ ´ëÇÑ ¿¬±¸
ÀúÀÚ : ±Çµ¿ÅÃ
¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸ Á¦ 6±Ç 1È£ pp.253-272(20 pages)
¹ßÇà³âµµ : 2006
ÀúÀ۽ñâ : 2006³â 1¿ù
¸ñÂ÷
I. ¼·Ð
¥±. ÀÌ·ÐÀû ¹è°æ
¥². ¿¬±¸ ¹æ¹ý
¥³. ¿¬±¸ °á°ú ¹× ³íÀÇ
¥´. °á·Ð
Âü°í¹®Çå
º»¹®³»¿ë
º» ¿¬±¸´Â ÃʵîÇб³Á¶Á÷¿¡ ÀÖ¾î¼ Áß°£°ü¸®Ãþ(±³°¨°ú ºÎÀå
±³»ç)ÀÇ ±³À°¸®´õ½Ê ¿ªÇÒÀ» ÅëÇÑ ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇàÀÇ Â÷À̸¦ ºÐ¼®ÇÏ¿´´Ù. ÃʵîÇб³ Áß°£°ü¸®ÀÚ(±³°¨, ºÎÀå±³»ç)°¡ Áö°¢ÇÑ ±³À°¸®´õ½Ê ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà °£¿¡´Â Â÷ÀÌ°¡ ÀÖ¾úÀ¸¸ç, ¿ªÇÒ±â´ë°¡ ¿ªÇÒ¼öÇຸ´Ù ³ô¾Ò´Ù. ¼ºº°ÀÇ °æ¿ì ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà ¸ðµÎ À¯ÀǹÌÇÑ Â÷ÀÌ°¡ ¾ø¾úÀ¸³ª, °æ·Âº°°ú Á÷±Þº°ÀÇ °æ¿ì´Â ¿ªÇÒ¼öÇà¿¡¼¸¸ Â÷ÀÌ°¡ ÀÖ¾úÀ¸¸ç, ±³Á÷°æ·ÂÀÌ ³ôÀ»¼ö·Ï, ±³°¨ÀÌ ¿ªÇÒ¼öÇàÀÌ ³ô¾Ò´Ù. ±³À°¸®´õ½Ê ÇÏÀ§¿µ¿ªº° ¸ðµÎ ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà °£ ¿¡ Â÷ÀÌ°¡ ÀÖ¾úÀ¸¸ç, ¸ðµÎ ¿ªÇÒ±â´ë°¡ ¿ªÇÒ¼öÇຸ´Ù ³ô¾Ò´Ù. ¶ÇÇÑ Áß°£°ü¸®ÀÚ ±³À°¸®´õ½Ê ¿ªÇÒ±â´ë¿Í ¿ªÇÒ¼öÇà °£ °ü°è ¸ðÇüÀº ÀûÇÕÇÑ °ÍÀ¸·Î ³ªÅ¸³µ´Ù.
ÀÌ·¯ÇÑ °á°ú, ÃʵîÇб³Á¶Á÷¿¡¼ Áß°£°ü¸®Ãþ¿¡ ÀÖ´Â
±³Àå°ú ºÎÀå±³»ç´Â ÀÚ±â Àڽſ¡ ´ëÇÑ ±³À°¸®´õ½Ê ¿ªÇÒ¿¡ ´ëÇÑ ±â´ë¸¦ °®°í ¿ªÇÒ¼öÇàÀÇ Âü¿©¸¦ ±â´ëÇÏ°í ÀÖÁö¸¸, Áß°£°ü¸®Àڷμ ÃæºÐÈ÷ ¿ªÇÒ¼öÇàÀ» ¹ßÈÖÇÏÁö ¸øÇÏ°í ÀÖÀ½À» ¾Ë ¼ö ÀÖ´Ù.
The purpose of this paper is
to investigate middle manager\'s perceptual differences between role-expectation and role-performance on the educational leadership in the Elementary School. The data were collected from vice-principals and head teachers of elementary schools in Gyeonggi-Do and Chungcheongbuk-Do. A total 209 questionnaires out of 250 distributed were collected and analyzed. The data collected were analyzed by paired t-test, one-way ANOVA, and structural equation modeling analyses through the SPSS 12.0 and AMOS 5.0 statistical program.
The results from the analys
is appeared as follows: a) There was a significant differences between role-expectation and role-performance of middle manager\'s educational leadership. b) There was not a significant differences by sex, career, and status in role-expectation of middle manager\'s educational leadership. And There was a significant differences by career and status in role-expectation of middle manager\'s educational leadership, but not a significant differences by sex. c) There was a significant differences between role-expectation and role-performance of middle manager\'s educational leadership sub-factors. d) Structural equation modeling analyses showed that the relation model between role-expectation and role-performance of middle manager\'s educational leadership was fitness, and role-expectation predicted role-performance. by using model fitness index(GFI .91, NFI .90, RMSEA .06). (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç