학교변화 촉진을 위한 교장의 리더십과 교사 직무만족도

초록

Until recently, there has been a paucity of empirical study of teacher job satisfaction based on a specific school innovation or change policy. In this vein, the focus of the study is on examining the impact of a principal leadership style of facilitating change on teacher job satisfaction by comparing the Meister schools with comprehensively planned international change to the vocational high schools with continuous change. Specifically, to examine the unobserved characteristics of schools and principals that affect the extent of teacher job satisfaction, HLM analysis was conducted to the estimated effects of principal’s leadership style of facilitating change as predictors at both the teacher level and the group level. The participants were 1,152 full time teachers working for 37 vocational senior secondary schools which had the documented application for participating in the government-initiated reform policy, the Meister school project. The findings of the study revealed that principal’s leadership style as an Initiator or a Manger, rather than a Responder leads to a higher level of teachers' job satisfaction. In addition, the teachers who work for the Meister schools participating in the government-driven reform show a higher level of their job satisfaction than the teachers of general vocational high schools.

키워드