Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: A Study on the Seco
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1 Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: A Study on the Secondary School Teachers' Perceptions of the Teacher Leadership and the Feasibility of the Teacher Leadership in China Purpose: The purpose of this study was to check the level of teacher leadership in China and to explore the policy directions for the feasibility of the teacher leadership. Method: The TLSS(Teacher Leadership School Survey) by Katzenmeyer & Moller(2009) was used to explore teachers perceptions. The primary data for this study were obtained from 253 secondary teachers in China. Results: The perceptions of the teachers about teacher leadership were somewhat positive(m=3.35). They perceived the collegiality of the seven categories of teacher leadership as the most positive factor. Conclusion: The positive perception of the collegiality and the positive environment would affect the teacher leadership positively. However, school administrators are required to recognize the importance of the shared leadership and set the school conditions for professional leadership. A professional learning community(plc) could be suggested as a way for the teacher leadership development. Key words : teacher leadership, teacher leadership in China, TLSS Corresponding Author: Joo, Chul-An. Pusan National University, Dept. of Education, Busandaehak-ro 63 beon-gil, Geumieong-gu, Busan, Korea, cajoo@pusan.ac.kr
2 . 20 (Smylie, Conley & Marks, 2005). - (, 2011)., (, 2015).., (PENG, C.,, 2015).,,. (Danielson, 2006; Dylan, 2016; Mulford & Silins, 2003; Philip, 2012) (O Connor & Boles, 1992)..,, - (Team-Member Exchange) (,,, 2016;,, 2013;,, 2012).,, (, 2008)., (,, 2012). Katzenmeyer Moller(2009) TLSS (2011). (2011).
3 . 2004, 2006 (, 2006;, 2006).., (, 2008;,,, 2014;,, 2009)., (, 2010;, 2011;,, 2010)., (,, 2016;,, 2012;,, 2017).. (,, 2016;,, 2012). (Harris et al., 2013; Roland, 2001; Zepeda, Mayers, & Benson, 2013)... (), (), () ()... (shared leadership), Gronn(2000).
4 . Lieberman(1992). 16 Copland (Copland, 2003). (Stone, Horejs, & Lomas, 1997).., (Smylie, 1995), (Blase & Anderson, 1995), (Stone, Horejs, & Lomas, 1997).,., (Dylan, 2016; Leithwood & Jantzi, 1998), (Mary & Pamela, 2013)., (Crowther, 2003as cited in Muijs & Harris)., (Katzenmeyer & Moller, 2009; Ovando, 1996; Fackler & Malmberg, 2016)., (Sickler, 1988; Weiner, 2011), (O Connor & Boles, 1992)., (Harris et al., 2013) (, 2008; Philip, 2012).. (, 2009;,,, 2016),, (,, 2015). (, 2010), (, 2014)... Smylie(1995) Paul Bredeson, Renee Clift, Robert Crowson, Michael Fullan, David
5 Hansen, Kenneth Leithwood, Ann Lieberman, Karen Seashore Louis, R. Bruce McPherson Joseph Murphy. Stone, Horejs Lomas(1997). Gunter(2006), Danielson(2006),. Katzenmeyer Moller(2009),,. de Villiers Pretorius(2011), Eargle(2013), Struyve, Meredit Gielen(2014), Hairon, Goh Chua(2015), Wilson(2016) Katzenmeyer Moller(2009). Katzenmeyer Moller(2009) 7. Katzenmeyer Moller(2009) 7 (developmental focus), (recognition), (autonomy), (collegiality), (participation), (open communication), (positive environment). (developmental focus). (recognition),. (autonomy). (collegiality). (participation).
6 (open communication). (positive environment)... 4,,,.,. (), (), (), () , 253. < -1>. n %
7 ( ) n % (Teacher Leadership School Survey: TLSS). TLSS(Katzenmeyer & Katzenmeyer, 2005), (Wills, 2015). TLSS (developmental focus), (recognition), (autonomy), (collegiality), (participation), (open communication), (positive environment) , (,,,, ). (,, 2012) TLSS,.. TLSS Cronbach s α.98, Cronbach s α
8 < -2> TLSS , Cronbach's α
9 ( ) Cronbach's α ,, 48, SPSS 24.,.,..
10 . < -1>. N M SD (M=3.49),,., (M=3.11).,,,,,,. 1) 전문성개발 < -2>.
11 M SD (2.4) (11.1) (32.4) (36.4) (17.8) (4.0) (21.7) (35.2) (23.3) (15.8) (3.6) (15.0) (39.9) (26.9) (14.6) , (2.8) (13.8) (39.9) (26.5) (17.0) (1.2) (7.9) (44.7) (29.6) (16.6) (2.4) (6.3) (42.3) (31.6) (17.4) (2.4) (10.7) (40.3) (29.6) (17.0) (M=3.56), (M=3.55), (M=3.53)., (M=3.25). 2) 인정감 < -3>. 7 (2.8) 3 (1.2) 17 (6.7) 18 (17.1) 109 (43.1) 114 (45.1) 73 (28.9) 72 (28.5) 47 (18.6) 46 (18.2) M SD
12 ( ) M SD (1.2) (2.8) (43.9) (33.6) (18.6) (2.8) (18.2) (37.9) (30.0) (11.1) (5.1) (15.8) (37.2) (28.5) (13.4) (2.0) (10.7) (42.3) (29.2) (15.8) (2.8) (7.5) (45.1) (30.8) (13.8) (M=3.66) (M=3.55), (M=3.54)., (M=3.29), (M=3.28). 3) 자율성 < -4>. 1 (0.4) 12 (4.7) 6 (2.4) 4 (1.6) 12 (4.7) 62 (24.5) 31 (12.3) 17 (6.7) 102 (40.3) 81 (32.0) 110 (43.5) 110 (43.5) 89 (35.2) 66 (26.1) 77 (30.4) 75 (29.6) 49 (19.4) 32 (12.6) 29 (11.5) 47 (18.6) M SD
13 ( ) M SD (4.7) (21.3) (37.5) (23.3) (13.0) (11.9) (24.9) (31.6) (24.1) (7.5) (4.0) (15.0) (45.1) (24.9) (11.1) (M=3.68), (M=3.57).,,,. (M=2.91). 4) 동료간협조관계 < -5>. 5 (2.0) 4 (1.6) 2 (0.8) 4 (1.6) 6 (2.4) 21 (8.3) 36 (14.2) 24 (9.5) 14 (5.5) 19 (7.5) 109 (43.1) 101 (39.9) 118 (46.6) 107 (42.3) 112 (44.3) 76 (30.0) 77 (30.4) 70 (27.7) 82 (32.4) 80 (31.6) 42 (16.6) 35 (13.8) 39 (15.4) 46 (18.2) 36 (14.2) M SD
14 ( ) M SD (3.2) (7.9) (43.9) (31.2) (13.8) (2.8) (8.7) (41.1) (28.9) (18.6) (M=3.60) (M=3.52), (M=3.51)., (M=3.41). 5) 의사결정에의참여 < -6>. M SD (7.9) (18.6) (37.9) (21.7) (13.8) (7.9) (22.1) (34.0) (24.9) (11.1) (9.1) (22.5) (33.6) (25.7) (9.1) (5.1) (18.6) (36.0) (29.6) (10.7) (11.5) (26.1) (31.2) (20.2) (11.1) (8.7) (19.8) (33.6) (26.5) (11.5) (6.3) (19.0) (36.4) (26.5) (11.9)
15 (M=3.22) (M=3.19)., (M=2.93). 6) 개방적의사소통 < -7>. M SD (7.1) (19.4) (40.3) (23.3) (9.9) (7.1) (18.2) (37.9) (24.9) (11.9) (5.9) (15.0) (41.5) (26.9) (10.7) (3.2) (10.3) (42.7) (29.6) (14.2) (2.0) (7.9) (46.2) (28.5) (15.4) (3.6) (10.7) (41.1) (30.8) (13.8) (6.7) (14.6) (37.2) (30.8) (10.7) (M=3.47) (M=3.42), (M=3.41)., (M=3.09).
16 7) 긍정적환경 < -8>. M SD (1.6) (5.1) (46.6) (31.2) (15.4) (4.0) (19.8) (38.7) (24.9) (12.6) (4.0) (13.8) (39.5) (31.2) (11.5) (8.3) (16.2) (39.5) (24.1) (11.9) ,, (4.7) (13.4) (41.9) (26.1) (13.8) , (4.3) (14.6) (39.9) (29.2) (11.9) (1.6) (8.3) (41.5) (33.2) (15.4) (M=3.54) (M=3.53)., (M=3.15)...,. 7
17 ,,,,,., 7.., ,...,,,.....
18 .....,.,,,.,..,...,.,,.,.. (shared leadership),.,..,,, (, 2008).
19 (,, 2010)..,,,,,,.. 4,,, 253..,. FGI.,.. (2015).. (1), ,, (2016).. (2), (2008).. (3), , (2013).,, - (Tmx). (1), , (2012).,. (2), , (2010).. (4), Peng, C., (2015). : Eaq ( ). (1),
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22 Philip, E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), Roland, S. B. (2001). Teacher leader. Research Article, 82(6), doi: / Sickler, J. L. (1988). Teachers in charge: Empowering the professionals. Phi Delta Kappan, 69(5), , Smylie, M. A. (1995). New perspectives on teacher leadership. The Elementary School Journal, 6(1), 3-7. doi: / Smylie, M. A., Conley S., & Marks H. (2005). Exploring new approaches to teacher leadership for school improvement. In J. Murphy (Ed.) The Educational Leadership Challenge: Redefining Leadership for the 21st Century. University of Chicago Press. Stone, M., Horejs, J., & Lomas, A. (1997). Commonalities and differences in teacher leadership at the elementary, middle, and high school levels. Action in Teacher Education, 19(3), doi: / Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), doi: /s Weiner, J. (2011). Finding common ground: Teacher leaders and principals speak out about teacher leadership. Journal of School Leadership, 21(1), Wills, A. (2015). A case study of teacher leadership at an elementary school. Unpublished Certifcate of Advanced Study Tesis, Sacred Heart University, Fairfeld, CT. Wilson, A. (2016). From professional practice to practical leader: Teacher leadership in professional learning communities. International Journal of Teacher Leadership, 7(2), Zepeda, S. J., Mayers, R..S., & Benson, B. (2013). The call to teacher leadership. Routledge. doi: / : / : / :
23 :. : Katzenmeyer & Moller(2009) (TLSS) 253. :.,,,,,. :., (shared leadership).,.
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서 문 사회에 기여하기 위해 학생들에게 요구되는 기술은 계속 변화하고 있으나, 우리의 교육 제도는 그러한 변화에 부응하지 못하고 있다. 대부분의 교육 기관은 한 세대 이전에 비해 크게 달라지지 않았고, 교사들도 현대 학생의 다양한 요구를 충족시키기 위해 요구되는 기술과 역량을 개발하고 있지 않는 경우가 많다. 이런 급변하는 세계 환경에 적극적으로 참여하기 위해
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Analysis of teacher s perception and organization on physical education elective courses Chang-Wan Yu* Korea Institute of curriculum and evaluation [Purpose] [Methods] [Results] [Conclusions] Key words:
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Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: : * Research Subject
Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp.91-116 DOI: http://dx.doi.org/10.21024/pnuedi.29.1.201903.91 : * Research Subject Trend Analysis on Educational Innovation with Network
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Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp.23-48 DOI: http://dx.doi.org/10.21024/pnuedi.27.2.201706.23 ICT * Exploring the Relationships between College Students ICT Self-efficacy
A Study on Married Female Immigrants Life Style and Marriage Satisfaction in Terms of Preparing Their Old Age in Chungcheongnam-do Department of Gerontology, Hoseo University Doctoral Student : Hi Ran
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Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp.325-349 DOI: http://dx.doi.org/10.21024/pnuedi.28.3.201809.325 The Effect of Career Preparation Behavior Before and After Major Transitions
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Journal of Educational Innovation Research 2018, Vol. 28, No. 2, pp.369-397 DOI: http://dx.doi.org/10.21024/pnuedi.28.2.201806.369 : - Qualitative Meta-Synthesis on Child-Nurturing Experiences of Female
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Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp.295-312 DOI: http://dx.doi.org/10.21024/pnuedi.28.1.201803.295,, Analysis on the Experience and Intention of Acceptance, Attitude of
Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: LiD(Learning in Depth)
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230 한국교육학연구 제20권 제3호 I. 서 론 청소년의 언어가 거칠어지고 있다. 개ㅅㄲ, ㅆㅂ놈(년), 미친ㅆㄲ, 닥쳐, 엠창, 뒤져 등과 같은 말은 주위에서 쉽게 들을 수 있다. 말과 글이 점차 된소리나 거센소리로 바뀌고, 외 국어 남용과 사이버 문화의 익명성 등
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Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * A Research Trend
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Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp.79-103 DOI: http://dx.doi.org/10.21024/pnuedi.27.4.201712.79 * Difference in Parent Needs for Qualifications of Early Childhood Teachers
Journal of Educational Innovation Research 2016, Vol. 26, No. 2, pp DOI: * A Study on the Resea
Journal of Educational Innovation Research 2016, Vol. 26, No. 2, pp.25-46 DOI: http://dx.doi.org/10.21024/pnuedi.26.2.201608.25 * A Study on the Research Trends of College Students' Leadership in Korea
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118 김정민 송신철 심규철 을 미치기 때문이다(강석진 등, 2000; 심규철 등, 2001; 윤치원 등, 2005; 하태경 등, 2004; Schibeci, 1983). 모둠 내에서 구성원들이 공동으 로 추구하는 학습 목표의 달성을 위하여 각자 맡은 역할에 따라 함께
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34 2 Journal of the Korean Society of Health Information and Health Statistics Volume 34, Number 2, 2009, pp. 165 176 165 진은희 A Study on Health related Action Rates of Dietary Guidelines and Pattern of
Journal of Educational Innovation Research 2018, Vol. 28, No. 2, pp DOI: The Exploratory Stu
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03신경숙내지작업
57~82 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 A Study on the Educational Use of Dolmen Construction Technology Kyung-sug Shin (Research Centre of Dolmens in Northeast Asia)
A Study on the Relationships between Self-Differentiation and Adaptability Factors for Senior Dementia Patients Care Givers Department of Social Welfare, Seoul Welfare Graduate University Full-time Lecturer
요 약 제품혁신은 기업 생존의 열쇠이지만, 그 노력에 비해 성과는 미흡하다. 기업의 제품혁 신 노력을 나타내는 R&D 집약도는 한국기업의 경우 2005년 3.2%로 OECD 30개국 중 4위이 지만, 제품혁신 활동을 수행하거나 높은 차원의 혁신제품을 개발하는 기업 비율
2008.7.2. (제661호) 제품혁신과 CEO리더십 목차 Ⅰ. 한국기업의 제품혁신 노력과 성과 Ⅱ. 제품혁신과 CEO리더십 Ⅲ. 제품혁신의 사례분석 Ⅳ. 시사점 작성 : 강우란 수석연구원(3780-8087) wuran.kang@samsung.com 박성민 연구원 감수 : 정권택 연구위원(3780-8206) kt.chung@samsung.com 요 약 제품혁신은
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:,,.,. 456, 253 ( 89, 164 ), 203 ( 44, 159 ). Cronbach α= ,.,,..,,,.,. :,, ( )
:,,.,. 456, 253 ( 89, 164 ), 203 ( 44, 159 ). Cronbach α=.83.91.,.,,..,,,.,. :,, (402-751) 253 E-mail : yspark@inha.ac.kr ..,.,.,. Bandura(1997),.,,,,., (,,, 2009), (,,,, 2014).?.,,,.. Bandura (1995) (Resiliency
216 동북아역사논총 41호 인과 경계공간은 설 자리를 잃고 배제되고 말았다. 본고에서는 근세 대마도에 대한 한국과 일본의 인식을 주로 영토와 경계인 식을 중심으로 고찰하고자 한다. 이 시기 대마도에 대한 한일 양국의 인식을 살펴볼 때는 근대 국민국가적 관점에서 탈피할
전근대시기 한국과 일본의 대마도 인식 215 전근대시기 한국과 일본의 대마도 인식 하우봉 전북대학교 사학과 교수 Ⅰ. 머리말 브루스 배튼(Bruce Batten)의 정의에 따르면 전근대의 국경에는 국경선으로 이루어진 boundary가 있고, 공간으로 이루어진 frontier란 개념이 있다. 전자 는 구심적이며 내와 외를 격리시키는 기능을 지니고, 후자는 원심적이며