학교장 교수지도성에 대한 학교장-교사 평가 일치도에 미치는 문화적 맥락의 효과: 권력거리와 개인주의 문화 차원을 중심으로

초록

This study examines the possibility that the degree of agreement between principal (i.e., self) and teacher (i.e., other) ratings of principal instructional leadership may vary depending on national cultural contexts. To this end, two distinct data sets have been linked together to constitute the data for the present study: the OECD’s cross-national sample of 3,888 principals and 61,776 teachers selected from 3,888 middle schools across 21 countries, and Hofstede’s national culture indexes. Based on the combined data set, a three-level hierarchical linear modeling analysis has been conducted, whose units of analysis simultaneously include teachers, principals, and countries. The results indicate that the degree to which the principal rating successfully predicts the teacher rating systematically differ depending on power distance and individualism at the national cultural level. This finding sheds light on the importance of integrating a cross-cultural perspective into principal leadership research and theorization.

키워드