Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp.147-173 DOI: http://dx.doi.org/10.21024/pnuedi.28.1.201803.147,, A Longitudinal Study between Directors Leadership Perceived by Teachers, Teachers Efficacy and Young Children Happiness Purpose: The purpose of this study was to verify change profile between directors` leadership, teachers` efficacy, young children` happiness, and to provide basic data for promoting young children` happiness by analyzing longitudinal change profile. Method: 2013-2015 longitudinal data of PSKC provided by KICCE. The research objects were 688 young children from 6 regional area in korea. Results: First, teachers` efficacy and young children` happiness showed significant change. Those variables selected a linear change model as it has increased from time passes. Second, the initial status of directors` leadership, the initial status and the rate of change of teachers` efficacy showed significant direct influence to the initial status and the rates of change of young children` happiness. The initial status and the rates of change of teachers` efficacy were found partial mediating effects between the initial status of directors` leadership and the initial status and the rates of change of young children` happiness. Conclusion: The results indicate that effort to promote director s leadership and teachers` efficacy is needed to promote young children` happiness. Key words : directors` leadership, teachers` efficacy, young children` happiness, multivariate latent growth model Corresponding Author: Suh, Won-Suk. Pusan National University, Dept. of Early childhood Education, 2, Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan, Korea, e-mail: stevekorea86@gmail.com
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,?,?. (KICCE) 2008 2017(PSKC) 2013 (6 )-2015 (8 ). 2150 ( ) 1462 688, 4 (6 ) 6(8 ).., < -1>. n % n % 357 51.9 331 48.1 67 9.7 96 14.0 189 27.5 98 14.2 121 17.6 117 17.0 1) 기관장의리더십 (DLS-T: Director Leadership Scale for Teacher) (2004) DLS(Director Leadership Scale).,,, 10,,, 10, 20
, 5 Likert.,.949,.885,.947. 2) 교사효능감 (TES-T: Teacher Efficacy Scale for Teacher) 2013 (6 )-2014 (7 ) Bandura(2006) TSES(Teacher Self-efficacy Scale) (2008) - Bredekamp(1985) Holloway Reichhart-Erickson(1988) ECOI(Early Childhood Observation Instrument) (1991). (6-7 ) 13, 7, 4, 5, 29, 7-10 17, 5 Likert. 2015(8 ) (2010),,, (2012). (8 ) 9, 5 Likert.,. 6.833, 7.850, - 6.889, 7.917, 6.837, 7.870, 8.899. 3) 아동행복감 (HS-YC: Happiness Scale for Young Children) Lyubomirsky Lepper(1999) SHS (Subjective Happiness Scale) (2014) MCS(2008) OHS(Overall Happiness Scale). 4, 6, 10, Level 4 Likert. 7 Likert,. 5 Likert,. 7.579, 8.668,
8.669,.748 (, 2017). Cronbach s α 2013(6 ) 2014(7 ) 2015(8 ) 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 - -.949 10 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 - -.885 20 - - -.947 7 1, 2, 3, 4, 5, 6, 7.833.850 - - 10 8, 9, 10, 11, 12, 13, 14, 15, 16, 17.889.917-17 -.837.870-9 1, 2, 3, 4, 5, 6, 7, 8, 9 - -.899 4 1, 2, 3, 4 -.579.668 6 5, 6, 7, 8, 9, 10 - -.669 10 - - -.748 2008 2017 (KICCE) 2008 (PSKC) (data mining), Excel 2016, SPSS AMOS 24.0 program., (6-8 ),. (M) (SD), ( SKEW 2) ( KURT 4). pearson s (r),., x 2 (p>.05), CMIN/df(4.0 ), IFI(0.9 ), TLI(0.9 ), CFI(0.9 ), RMSEA(0.08 ) (, 2017). 2016 (9 ) (least square method)
., (full information maximum likelihood method) (MLGM). Holmbeck(1997) Δx 2,,, Sobel-test(Sobel, 1982).. 1) 연구변인의기술통계,, < -1>. M SD SKEW KURT M SD SKEW KURT (8 ) 3.93.65 -.50.32 (6 ) 4.04.33.07.47 (7 ) 4.02.26 -.00 3.19 (7 ) 4.07.38 -.04 -.07 (8 ) 4.34.29 -.28.22 (8 ) 4.34.47 -.31 -.36, 8 M=3.93(SD=.65). 6 M=4.04(SD=.33), 7 M=4.07(SD=.38), 8 M=4.34(SD=.47) 6 8. 7 M=4.02(SD=.26), 8 M=4.34(SD=.29). (FIMLM) (MLGM). SKEW 2, KURT 4..
2) 연구변인들간상관관계,, < -2>, < -3>. (8 ) (8 ) (8 ) (8 ) (8 ) (8 ) (8 ) (8 ) 1 (8 ).69 ** 1 (8 ).94 **.90 ** 1 (8 ).42 **.51 **.50 ** 1 (8 ) -.04 -.03 -.04.00 1 (8 ).05.04.05.09 *.28 ** 1 (8 ) -.00.00.00.05.84 **.76 ** 1 * p<.05, ** p<.01 (8 ) (8 ) (7 ) (8 ) (8 ) (8 ) (8 ) (7 ) (8 ) (8 ) (8 ) 1 (8 ).69 ** 1 (8 ).94 **.90 ** 1 (6 ).01.01.01 1 (7 ).01 -.03 -.01.09 * 1 (8 ).42 **.51 **.50 ** -.03 -.04 1 (7 ) -.01.02.01 -.04.02.02 1 (8 ) -.04 -.03 -.04.00 -.03.00.15 ** 1 (8 ).05.04.05 -.05 -.01.09 *.07.28 ** 1 (8 ) -.00.00.00 -.02 -.03.05.14 **.84 **.76 ** 1 * p<.05, ** p<.01, (8 ) (8 ) (r=.09, p<.05), (8 ) (8 ) (r=.50, p<.01).
,.,.,, (, 2015)..,.09~.50.80, p<.05. 3) 연구변인의측정시기별변화함수추정 < -1>, < -2>., (Duncan & Duncan, 2004). 3. (LGM) (intercept) (node) (parameter) 1, 1 (Slope) 3 3 6-8 0, 1, 2 (, 2017).
< -1>, < -2> < -4>. x 2 df CMIN/df IFI TLI CFI RMSEA 311.031 6 51.838-245 -35.0.000.272 7.236 3 2.412.999.999.999.045 7694.101 6 1282.350 -.209.396.000 1.366 7.502 3 2.501.999.999.999.047 p>.05-4.0.90.90.90.08, CMIN/df=311.031, IFI=-245, TLI=-35.0, CFI=.000, RMSEA=.272, CMIN/df=7.236, IFI=.999, TLI=.999, CFI=.999, RMSEA=.045. CMIN/df=1282.350, IFI=-.209, TLI=.396, CFI=.000, RMSEA=1.366, CMIN/df=2.501, IFI=.999, TLI=.999, CFI=.999, RMSEA=.035.,., < -5>. (Means) (Variances) (Intercept), (Slope) (Intercept) (Slope) (Intercept) (Slope) 3.999 ***.152 *** -.022 *.007.008(S.E.=.006) 4.017 ***.323 ***.066 ***.129 *** -.056(S.E.=.004) *** * p<.05, *** p<.001 : y :, : I, :, : error, 3.999(p<.001)
,.152(p<.001),.152. -.002(p<.05).007(p>.05),. 4.017(p<.001),.323(p<.001),.323..066(p<.001),.129(p<.001),...008(p>.05), -.056(p<.001),. p<.001. < -3>., Holmbeck(1997) (full model) (partial model) Δx 2, Δx 2 =264.854( ) - 20.365( )=244.489, 2 Δx 2.050 5.991. x 2 df CMIN/df IFI TLI CFI RMSEA (full model) 2913.390 11 264.854.588 -.052.587.620 (partial model) 183.285 9 20.365.975.923.975.168 p>.05-4.0.90.90.90.08
(partial model) CMIN/df= 20.365, x 2 (golden standard), (Goodwin & Goodwin, 1999; Schmidt & Hunter, 1996), IFI=.975, TLI=.923, CFI=.975. < -7>. B β S.E. t(p).048.879.007 7.103 *** -.381 -.982.012-32.393 *** 1.885 5.422.524 3.596 *** -2.913-5.960.787-3.703 ***.548.085.234 2.338 * -.917 -.101.350-2.623 ** 5.045 5.636 1.386 3.641 *** -7.789-6.188 2.078-3.748 *** * p<.05, ** p<.01, *** p<.001
,., (β=.897, p<.001), (β=-.982, p<.001), (β=5.422, p<.001), (β =-5.960, p<.001).,. (β=.085, p<.05), (β=-.101, p<.01).,. (β=5.636, p<.001), (β=-6.188, p<.001)..,, < -8>. * p<.05, ** p<.01, *** p<.001.879 *** -.879 *** -.982 *** - -.982 *** 5.422 *** -5.457 *** -.035-5.960 *** 5.984 ***.024.085 * -.085 * -.101 ** - -.101 ** 5.636 *** - 5.636 *** -6.188 *** - -6.188 *** 5.422(p<.001),.879.085+(-.982) 5.636=-5.457(p<.001), -.035(p>.05). 5.960(p<.001),.879 (-.101)+(-.982) (-6.188)=5.984(p<.001),.024(p>.05).
. Sobel-test, < -9>. A B Z-value P-value B S.E. B S.E..048.007.548.234 2.216 *.026.048.007 -.917.350-2.447 **.014 -.381.012 5.045 1.386-3.616 ***.000 -.381.012-7.789 2.078 3.722 ***.000 * p<.05, ** p<.01, *** p<.001 Sobel-test, Z=2.216(p<.05), Z=-3.616(p<.001), Z=-2.447(p<.01), Z=3.722(p<.001).,,., (β=5.636, p<.001)....,,
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