학교장의 문화감응적 교수리더십과 교사의 다문화적 교수효능감: 전문적 협력문화의 매개효과

초록

Increasing cross-border mobility and migration in today’s globalized world calls for new practices of educational leadership that pay attention to and capitalize on the cultural contexts of schools. Focusing on the notion of culturally responsive instructional leadership of principals, this study aims to empirically examine its effect on multicultural teacher efficacy. The data for this study came from the Cultural Diversity Education Demands Survey (CDEDS) 2015 conducted in a national sample of South Korea’s elementary and secondary schools. The present study used a subset of the data, including hierarchically structured data from 993 teachers in 43 schools. The findings of the study give credence to the hypothesis that culturally responsive school leaders play an important role. Specifically, principals’ educational leadership practices that effectively valorize cultural diversity appear to help teachers collaboratively build the school capacity to deal with educational uncertainties that may arise while managing intra-school diversity.

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