The purpose of this study was to investigate the structural relationship among the principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers′commitment. Research questions were set as follows. First, at what level principals' emotional leadership, principals' trus...
The purpose of this study was to investigate the structural relationship among the principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers′commitment. Research questions were set as follows. First, at what level principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers' commitment were perceived by elementary school teachers and what is the difference by background variable(by gender, education experience, school type, position status, school size, school location)? Second, what is the structural relationship among elementary school principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers' commitment? Third, in the relationship among the emotional leadership of the elementary school principal on teachers' commitment, what mediating effect does the principals' trustworthiness and teacher efficacy have?
In order to carry out this research problem, 7,370 elementary school teachers (excluding principals, vice principals, and senior teachers) working in 14 cities and counties belonging to the Jeollabuk-do Office of Education were used as the population. The survey period is from 2021. 2. 22 to 2021. 4. 22 and non-face-to-face and face-to-face sessions were conducted for a total of 8 weeks. Of the 692 copies (9.15%) of the collected questionnaires, 636 copies judged to be valid were used for the final analysis. The data collected in the survey was processed using the SPSS21 program and the AMOS21 program. Reliability of each item, descriptive statistics and correlation analysis between observed variables, and multicollinearity were diagnosed, and structural equation models were analyzed through mean variance extraction (AVE) and confirmatory factor analysis. χ² value, χ²/df value, CFI, NFI, TLI, RMR, and RMSEA indices were used as the criteria for determining the model fit.
The conclusions obtained through major finding are as follows. First, it was found that the more principals' emotional leadership was exhibited, the more principals' trustworthiness and teacher efficacy were improved. Therefore, there is a need for a policy that seeks ways to activate the emotional leadership of the principal in the elementary school field. Recently, as an administrative task of educational autonomy, there is a movement to break away from centralized education policy. Even if elementary school principals try to approach school autonomy through emotional leadership, centralized education policies cannot solve it. Therefore, there is a need for institutional protection necessary to activate the emotional leadership of the principal in the school field. To this end, the specificity of the unit school must be ensured so that principals' emotional capacity can be displayed to the fullest.
Second, it was confirmed that teacher efficacy had a positive effect on teachers' commitment. It is necessary to introduce a policy to improve teachers' self-esteem in order to demonstrate teacher efficacy in the field of elementary school. Although teacher efficacy has a great influence on teachers' commitment by acting as a principle for operating educational activities, it is difficult to find an institutional security device that can improve teacher efficacy. It is necessary to take sufficient time and conduct relevant policy research to find ways to demonstrate teacher efficacy. When such efforts are supported, teacher efficacy will be enhanced, which will lead to teachers' commitment.
Third, it was found that teacher efficacy plays a mediating role between principals' emotional leadership and teachers' commitment. Therefore, there is a need for a comprehensive support policy that can lead to teachers' commitment in unit schools. Teacher' commitment takes place in a series of interactive processes that exert influence on subjects such as students, fellow teachers, and parents based on teacher competency. Therefore, teachers' commitment is not knowledge that can be developed through short-term education. In the case of an elementary school, it is necessary to receive sufficient education to demonstrate teacher dedication because it has the characteristic of teaching and taking responsibility for one class alone. In order to do this, a policy that comprehensively supports teachers' commitment along with teacher efficacy must be accompanied with the teacher training policy.
The purpose of this study was to investigate the structural relationship among the principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers′commitment. Research questions were set as follows. First, at what level principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers' commitment were perceived by elementary school teachers and what is the difference by background variable(by gender, education experience, school type, position status, school size, school location)? Second, what is the structural relationship among elementary school principals' emotional leadership, principals' trustworthiness, teacher efficacy, and teachers' commitment? Third, in the relationship among the emotional leadership of the elementary school principal on teachers' commitment, what mediating effect does the principals' trustworthiness and teacher efficacy have?
In order to carry out this research problem, 7,370 elementary school teachers (excluding principals, vice principals, and senior teachers) working in 14 cities and counties belonging to the Jeollabuk-do Office of Education were used as the population. The survey period is from 2021. 2. 22 to 2021. 4. 22 and non-face-to-face and face-to-face sessions were conducted for a total of 8 weeks. Of the 692 copies (9.15%) of the collected questionnaires, 636 copies judged to be valid were used for the final analysis. The data collected in the survey was processed using the SPSS21 program and the AMOS21 program. Reliability of each item, descriptive statistics and correlation analysis between observed variables, and multicollinearity were diagnosed, and structural equation models were analyzed through mean variance extraction (AVE) and confirmatory factor analysis. χ² value, χ²/df value, CFI, NFI, TLI, RMR, and RMSEA indices were used as the criteria for determining the model fit.
The conclusions obtained through major finding are as follows. First, it was found that the more principals' emotional leadership was exhibited, the more principals' trustworthiness and teacher efficacy were improved. Therefore, there is a need for a policy that seeks ways to activate the emotional leadership of the principal in the elementary school field. Recently, as an administrative task of educational autonomy, there is a movement to break away from centralized education policy. Even if elementary school principals try to approach school autonomy through emotional leadership, centralized education policies cannot solve it. Therefore, there is a need for institutional protection necessary to activate the emotional leadership of the principal in the school field. To this end, the specificity of the unit school must be ensured so that principals' emotional capacity can be displayed to the fullest.
Second, it was confirmed that teacher efficacy had a positive effect on teachers' commitment. It is necessary to introduce a policy to improve teachers' self-esteem in order to demonstrate teacher efficacy in the field of elementary school. Although teacher efficacy has a great influence on teachers' commitment by acting as a principle for operating educational activities, it is difficult to find an institutional security device that can improve teacher efficacy. It is necessary to take sufficient time and conduct relevant policy research to find ways to demonstrate teacher efficacy. When such efforts are supported, teacher efficacy will be enhanced, which will lead to teachers' commitment.
Third, it was found that teacher efficacy plays a mediating role between principals' emotional leadership and teachers' commitment. Therefore, there is a need for a comprehensive support policy that can lead to teachers' commitment in unit schools. Teacher' commitment takes place in a series of interactive processes that exert influence on subjects such as students, fellow teachers, and parents based on teacher competency. Therefore, teachers' commitment is not knowledge that can be developed through short-term education. In the case of an elementary school, it is necessary to receive sufficient education to demonstrate teacher dedication because it has the characteristic of teaching and taking responsibility for one class alone. In order to do this, a policy that comprehensively supports teachers' commitment along with teacher efficacy must be accompanied with the teacher training policy.
Keyword
#교장의 감성리더십 교장신뢰성 교사효능감 교사헌신 principals′ emotional leadership principals′ trustworthiness teacher efficacy teachers' commitment
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