리더십유형이 직무만족과 조직몰입에 미치는 영향에 관한연구 : 學校長의 去來的·變革的 리더십 스타일을 中心으로
A study on the influence of leadership style to job satisfaction and organizational commitment
초록/요약
Evey society and organization try to achieve the goal. One of the most important factor of success or failure is a leadership which can lead organization to goal. Accordingly, the headmaster’s leadership is more important than anything to let the teachers be satisfied with the their job and have affection to the school they working. So I as the present writer presented the leadership to lead the goal achievement of school organization effectively and tried to help for management of school organization through that result. The first, the factors affecting to job satisfaction of teachers meaningfully among factors of the headmaster’s leadership were charisma the factor of transformational leadership and conditional compensation the factor of transactional leadership. And it looks like that a headmaster needs to use the transformational leadership and transactional leadership properly for job satisfaction of teachers. A headmaster has to present the goal and vision based on his or her own faith to teachers with strong conviction of strong confidence, faith and moral legitimacy, and including granting a firm belief about success has to let them raise motivation to achievement by stimulating demand for job satisfaction of teachers. The second, job satisfaction of teachers affects to identifying an organization. It means, when teachers take satisfaction in their job, they have affection to the school and a sense of unity increases. A headmaster need to try to increase job satisfaction of teachers as having fair personnel policy and giving opportunity of promotion to increase continuous relationship between teachers and the school they work. And a headmaster have to increase teachers’ satisfaction about the overall their school life to let them increase moral obligation and work faithfully. The third, a type of the headmaster’s leadership affects to identifying an organization meaningfully. A headmaster can let teachers have psychological affection to the school and identify an organization by having a transformational leadership, and he or she can get better achievement and performance by it. And a headmaster need to promote teachers’ moral obligation to the school and the implicit rules that teacher have to be faithful to school. And a headmaster need to try to find a solution to motivation to teachers as he or she entrust teachers with headmaster’s power rather than to point out mistakes.
more목차
제1장. 서론 = 1
1절. 연구의 배경 및 목적 = 1
2절. 연구의 구성 = 3
제2장. 이론적 배경 및 선행연구 고찰 = 5
1절. 리더십 = 5
1. 리더십 개념 = 5
2. 거래적 리더십과 변혁적 리더십 = 7
1). 거래적 리더십(transactional leadership) = 8
(1). 조건적 보상(contingent reward) = 10
(2). 예외에 의한 관리(management by exception) = 11
2). 변혁적 리더십(transformational leadership) = 13
(1). 카리스마 = 15
(2). 분발고취(inspiration) = 17
(3). 개별화된 배려(Individualized consideration) = 18
(4). 지적 자극(intellectual stimulation) = 19
2절. 직무만족 = 21
1. 직무만족의 개념 및 정의 = 21
1). 개인적 측면 = 22
2). 조직적 측면 = 22
2. 직무만족의 결정요인 = 23
3절. 조직몰입 = 24
1. 조직몰입의 개념 = 24
2. 조직몰입의 구성요인 = 26
1). 정서적 몰입(affective commitment) = 28
2). 지속적 몰입(continuance commitment) = 28
3). 규범적 몰입(normative commitment) = 29
4절. 변수요인 간의 선행연구 = 30
1. 거래적·변혁적 리더십과 직무만족의 관계에 대한 선행연구 = 30
2. 거래적·변혁적 리더십과 조직몰입의 관계에 대한 선행연구 = 31
3. 직무만족과 조직몰입의 관계에 대한 선행연구 = 33
제3장. 연구모형 및 가설설정 = 34
1절. 연구모형 = 34
2절. 가설 설정 = 34
3절. 변수의 조작적 정의 = 35
1. 변수의 조작적 정의 = 35
1). 변혁적 리더십 = 35
2). 거래적 리더십 = 36
3). 직무만족 = 36
4). 조직몰입 = 36
2. 설문구성 = 37
3. 표본설정 및 분석방법 = 37
제4장. 실증분석 및 가설검증 = 38
제1절. 실증분석 = 38
1. 표본의 특성 = 38
2. 신뢰성 및 타당성 분석 = 40
1). 신뢰성 검증 = 40
2). 타당성 분석 = 41
(1) 변혁적 리더십과 거래적 리더십의 타당성 분석 = 42
(2). 직무만족과 조직몰입의 타당성 분석 = 43
3. 상관관계 분석 = 44
제2절. 가설검증 = 45
1. 리더십 유형과 직무만족에 관한 가설검증 = 45
2. 직무만족과 조직몰입에 관한 가설검증 = 47
3. 리더십 유형과 조직몰입에 관한 가설검증 = 49
제5장. 결론 = 53
제1절. 연구결과의 요약 및 시사점 = 53
제2절. 연구의 한계점과 앞으로의 연구방향 = 55
1. 연구의 한계점 = 55
2. 앞으로의 연구방향 = 55