https://oak.chosun.ac.kr/handle/2020.oak/101 2025-08-18T17:44:02Z https://oak.chosun.ac.kr/handle/2020.oak/15300 Title: 초등학교학교장의 학습중심지도성(Learning-centered Leadership)과 교사 전문성 간의 관계 분석 Author(s): 박주현 Abstract: ABSTRACT Analysis on the relations between the Learning-centered Leadership of elementary school principals and the professionalism of teachers Park Joo Hyun Advisor: Prof. Song Kyoung-Oh, Ph. D. Department of Education Graduate School of Chosun University In debating the leadership of a school principal, the idea of the Educational Leadership, which was recently introduced, has been considered as a proper concept of leadership for a principal that is differentiated from the normal leadership concept of organizations and is more suitable for school organization. The Educational Leadership in a school principal means 'the leadership of a principal who has a comprehensive influence on the various and general matters of school education in order to enhance the effectiveness in schooling.' The Educational Leadership seems to have a little limitation, however, that a principal as a top manager of a school organization might not focus on the key area of a school-the teaching and the learning-while exerting every effort on every matter. In this work, we will supplement the limitations in the Educational Leadership of a principal, create and fix a model for a new Learning-centered Leadership of a elementary principal which agrees with the Teaching-and- Learning-oriented Education for the global and information-oriented society in the 21st century, and then inspect it through a positive feasibility study, and after that, we will lastly explore influences on the perceived professionalism - the knowledge on a subject, the skills in teaching, the managing ability in class, and the view of a teacher. And we aim to find out whether the Educational Leadership in a school principal would be proper for the improvement of teachers' professionalism or not. The Learning-centered Leadership of a elementary principal puts emphasis on the teaching and learning for school members in order to enhance school education through the advancement of the teacher's professionalism. Also, it means the leadership of a principal who takes part in organizing and operating student-oriented curriculum with a specialized view into the educational process, and influences positively in encouraging learning for the purpose of achieving the goal of the school education. For these purposes, the following questions were asked. First, How is the Learning-centered Leadership of a elementary principal organized on a conceptual basis? Second, Are those conceptual components in the Learning-centered Leadership of a elementary principal valid? Third, How much and what influence does the Learning-centered Leadership of a elementary principal have on the level of teachers' perceived professionalism? For answering the above questions, a questionnaire composed of 115 question items was organized through a pilot test. The questionnaire papers were distributed among and asked to elementary teachers working in Kwang-ju, a total of 600 papers to 60 elementary schools. Of the 503 questionnaire papers filled in, 474 valid papers but the 29 improper ones were used for the data analysis. The reason this questionnaire was asked only of the teachers in the west and east offices of education was that there was a belief that Kwang-ju includes both urban area and rural area - especially in the west -, has large and small schools alike, contains national, public, and private schools all around, and has teachers from a variety of colleges, and thus could represent the general Korean education. The analyzing process was done through using the applications of SPSS for window version 12.0 and AMOS 5.0. The levels of significance were respectively p<.05, p<.01, p<.001. Findings on if the conceptual models and components of the Learning-centered Leadership of a elementary principal would be valid, and about what influences the Learning-centered Leadership of a elementary principal has on teachers' perceived professionalism are summed up as follows. First, the Learning-centered Leadership of a elementary principal is conceptually composed of the three variable elements such as the teaching-and-learning supports, the specializing of the education process, and the encouragement of learning. The validity of these conceptual models was verified through the element analysis for confirmation. As a result of confirming fidelity index and model verifying, null hypothesis, generally showing a test of goodness of fit in models, was rejected since chi-squared() distribution showed 39.863(p<0.000). And for other tests of goodness, the goodness of fit index(GFI) was 0.982, the adjusted goodness of fit index(AGFI) 0.949, the compared goodness of fit index(CFI) 0.991, the non-normal goodness of fit index(NNFI) 0.979, the normal goodness of fit index(NFI) 0.985. And, RMR in this study is 0.015 which shows pretty good, and RMSEA is 0.056 which fit to OK. Therefore, this model of the Learning-centered Leadership of the elementary principal can be considered as a proper type to general principals of the elementary schools. Second, what influences the sub elements of the Learning-centered Leadership of a elementary principal (the teaching-and-learning supports, the specializing of educational curriculum, scholarship activity) have on the 4 elements of the perceived professionalism of teachers (the knowledge on a subject, skills in teaching, the managing ability in class, and the view of a teacher) was analyzed. So the Learning-centered Leadership of a elementary principal has much to do with 'the knowledge of subject' element, 'the skills in teaching' element, and 'the view of a teacher' element. Third, the Task-oriented Leadership of a elementary principal which was input in order to prepare the Learning-centered Leadership of a elementary principal with the traditional leadership of a school principal had effects just on 'the skills in teaching(p<.01)' element, and 'the managing ability in class(p<.01)' in the perceived professionalism, but didn't on 'the knowledge of subject' element, and 'the view of a teacher' element. On the other hand, the Unity-oriented Leadership of a elementary principal influenced only on the 'the view of a teacher(p<.01)' element in the perceived professionalism of teachers. The points of discussion on the basis of these results of analysis are as follows. In this study, the result of the analysis on the relationships between the Learning-centered Leadership of a elementary principal and the perceived professionalism of teachers told us that the Learning-centered Leadership of a elementary principal has much to do not only with 'the knowledge of subject' element, and 'the skills in teaching' element, but also with 'the view of a teacher' element of the perceived professionalism of teachers. This is perhaps because the Learning-centered Leadership of a elementary principal gives support to teaching and learning, emphasizes on the learning of school members, and so raise teachers' specializing. It is believed that this kind of leadership could play the most important role in encouraging elementary students to study on a self-leading basis and adjusting themselves to the knowledge based society and in getting up teachers' specializing. Fink and Resnik(2001) confirmed that the exertion of the Learning-centered Leadership in the education of the elementary school is such a necessary part and the self-discipline in the part of a principal is so much important, by presenting that the principal with the Learning-centered Leadership will continue to improve his own specialization of leadership, give teachers opportunities for learning and encourage them, and will be very helpful to the enhance the specialization of a teacher. On the other hand, the Task-oriented Leadership of a elementary principal and the perceived professionalism of teachers (the knowledge of subject, the skills in teaching, the managing ability in class, the view of a teacher) showed that the Task-oriented Leadership of the elementary principal has an influence on 'the skills in teaching' element and 'the managing ability in class' 'the view of a teacher' element, but has little to do with 'the knowledge of subject' element, and 'the view of a teacher' element. This result enables us to assume that teachers under the Task-oriented Leadership of a elementary principal has been concerned about the improvement of their skills of teaching and the managing ability in class because of the frequent imposing of the tasks from a principal and the everytime checking on the results. On the other hand, 'the View of a Teacher' element was not affected seemingly because of the unsatisfaction in school life from the authoritarian leadership of the principal-centered system and the laying great stress on outputs. Also, this result of the substantiating analysis on the relationship between the Unity-oriented Leadership of a elementary principal and the perceived professionalism of teachers showed that the Unity-oriented Leadership of a principal has a meaningful relationship with 'the View of a Teacher' element of teachers, whereas it has a little relationship with 'the knowledge of subject' element, 'the skills in teaching' element, and 'the managing ability in class' element. We can presume from this result that the Unity-oriented Leadership of a elementary principal makes a principal come into friendly relationships with teachers, and value their competences and thus that teachers have the firm convictions and show good attitudes in school work. Meanwhile, when a principal in the elementary school is too friendly and helpful, there is some possibility that teachers become indifferent to improve the teaching and learning method and to manage the class and so there may be not good results of the enhancement in the knowledge of the subject, the skills in teaching, and the managing ability in class. Chang Nae-chan and Oh Youn-hee(2001) also said in their paper, 'The study of the relationship between the Leaderships of Task-oriented and the Unity-oriented Leadership and the satisfaction level of job elements, that the Unity-oriented Leadership of a principal makes a good trust and the warm atmosphere among members as its leadership is based on the good human relationship, but achieves little. Based on this debate, the following suggestions can be made. The principals of elementary schools may have been likely to think their roles to be just the improving the inter-relationship between teachers and to put an emphasis on the material supports. However, only that kinds of activities of a principal must have limitations to enhance the specialization of teachers and to boost up the schooling power. Therefore, principals should have solid and clear visions for teachers' specializing and students' education so as to raise the quality of the school education and then attain the goal effectively(Fink and Resnik, 2001). When the exertion of the Learning-centered Leadership of the elementary principals is really needed like this, the competence and responsibility to exert the Learning-centered Leadership must be enhanced in advance. And nextly, through supporting for teaching and learning, for organizations and operations of student-oriented curriculum, and by exerting the scholarship-activities based leadership, teachers' specializing will be raised up, the quality of students' education will be improved and the learning competence in students will be promoted. Likewise in order to enhance the competence and aptitude to exert the Learning-centered Leadership, the principal-centered in-service trainings need to be reinforced. 2009-12-31T15:00:00Z https://oak.chosun.ac.kr/handle/2020.oak/14936 Title: 프로젝트 스펙트럼의 언어활동이 유아의 언어능력과 창의성에 미치는효과 Author(s): 박윤 Abstract: ABSTRACT The Effect of Project Spectrum Linguistic Activities on Young Children's Linguistic Ability and Creativity Park, Yun Advisor: Prof. Park, Joosung, Ph.D. Department of Education Graduate School Chosun University The purpose of this study is to examine the effect of the Project Spectrum linguistic activities based on Gardner's multiple intelligence theory on young children's linguistic ability and creativity. Two research questions were established for this study. First, what is the effect of Project Spectrum linguistic activities on young children's language ability? Second, what is the effect of the Project Spectrum linguistic activities on young children's creativity? The participants of this study were 80 of 5-year-old young children in two groups. They were divided and assigned equally into two groups, an experimental group(26 boys and 14 girls) and a control group(22 boys and 18 girls). While the experimental group was engaged in the Project Spectrums linguistic activities for 15 weeks, the control group was engaged in kindergarten curriculum linguistic activities. The Figural forms(A type for pretest, B type for posttest) of TTCT were used to measure the creativity, and detailed evaluation criteria for linguistic activities were developed and used to measure the language ability. SPSS statistical program was used to analyze collected data. Statistical methods used to analyze the data are as follows. First, t-test was used to see if two groups was homogeneous in pretest scores of language ability and creativity. Second, ANCOVA with pre-test controlled was conducted to see if post-test scores of language ability and creativity had differences between two groups. Significant probability used in this research was α=.05. The results of this study are as follows. First, the mean differences of pre-test between two groups of Project Spectrum linguistic activities on young children's linguistic ability were .85, 1.35, .35, but the differences were not statistically significant. In post-test, after the result of analysis of covariance, pre-test does not affect post-test as a parameter on the effect of total listening between two groups. But there existed statistically significant difference (F=99.632, p<.001) on the effect of total listening between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's listening ability. On the effect of total speaking, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=29.594, p<.001) in the on the effect of total speaking between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's speaking ability. On the effect of total reading and writing, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=35.581, p<.001) in the on the effect of total speaking between two groups with pre-test excluded. Accordingly, Project Spectrum linguistic activities affect on young children's reading and writing ability (F=95.895, p<.001). Second, on the result of Project Spectrum linguistic activities on young children between two groups, it was revealed that young children of control group with linguistic activity develop creativity more than young children of control group without linguistic activity. But it was revealed that it did not affect on improvement of abstraction of young children. On the difference of two groups on fluency, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=100.25, SD=3.19) and control group (M=99.85, SD=3.05). But there were much difference between the pre-test of mean in experimental group (M=112.60, SD=7.31) and control group (M=101.00, SD=2.51), which means that Project Spectrum linguistic activities affect on the fluency. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=46.620, p<.001), which means that project spectrum linguistic activities affect on young children's fluency. On the difference of two groups on ingenuity, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.35, SD=15.43) and control group (M=90.65, SD=13.29). But there were much difference between the post-test of mean in experimental group (M=122.00, SD=13.07) and control group (M=100.70, SD=11.19), which means that there were much improvement in the ingenuity. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=35.398, p<.001), which means that Project Spectrum affects linguistic activity young children's ingenuity. On the difference of two groups on originality, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=78.35, SD=8.74) and control group (M=77.405, SD=8.80). But there were much difference between the post-test of mean in experimental group (M=83.25, SD=7.02) and control group (M=100.70, SD=11.19), which means that there were much improvement in the originality. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significant difference (F=23.309, p<.001), which means that Project Spectrum linguistic activities affect on young children's originality. In the difference of two groups on abstraction, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.95, SD=9.58) and control group (M=91.65, SD=9.26). Also, there weren't much difference between the post-test of mean in experiment group (M=98.50, SD=10.47) and control group (M=94.80, SD=8.86), which means that there were much improvement in the abstraction. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed no statistically significant difference (F=1.531, p>.05), which means that Project Spectrum linguistic activity doesn't affects young children's abstraction. In the difference of two groups on resistance about hasty conclusion, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=59.85, SD=10.90) and control group (M=60.15, SD=10.81). But, there were much difference between the post-test of mean in experimental group (M=86.80, SD=9.29) and control group (M=65.80, SD=9.63). After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there was no statistical significance (F=61.319, p<.001), which means that Project Spectrum linguistic activities did not affect on young children's resistance to hasty conclusion. 2006-12-31T15:00:00Z https://oak.chosun.ac.kr/handle/2020.oak/14931 Title: 칼 오르프 교수법을 적용한 리듬 학습 Author(s): 서미옥 Abstract: Rhythm is the most primitive of the musical elements and the first musical response of human being, so it has been used to express our feeling since prehistory. That is the most crucial factor of music, and people have creatively expressed their feelings through rhythm. School curriculum, therefore, should deal with rhythm as one of the important elements. This thesis focuses on the music education philosophy and the rhythm instruction methods of Carl Orff, whose influences has spread after the 20th century, and also tries to propose the basic materials for rhythm instruction and explore the possibilities of his application to the classroom. The purpose of this study was to present cases of adopting percussion instruments already used in school, of utilizing new realia tool that we could have easier access to and of making such kind of tool, to apply the cases to rhythm learning, and finally to develop a desirable lesson plan by using simple instruments. 1. Music education philosophy, basic elements of rhythm instruction, and rhythm instruction methods proposed by Orff. 2. Study about the Orff instruments that can be used in rhythm learning or other percussions. 3. Suggesting the process of learning rhythm and the application of percussion in rhythm learning. Percussion instruments seemed to enable learners to develop their musical and rhythmical sense, enjoy music and express their, emotion through it. Rhythm practice through plays and percussion instruments seemed to enable learners to develop their musical and rhythmical sense, enjoy music and express their emotion through it. In conclusion, their belief to develop balanced musicality and improve human life through comprehensive rhythm instruction is one of the important principles to accept, and their specific instructional methods are applicable to our music class. It will be valuable to research to apply the common principles, beliefs, and instructional methods of Orff into our classroom, even though there are some non-applicable points to our education. 2006-12-31T15:00:00Z https://oak.chosun.ac.kr/handle/2020.oak/14886 Title: 유아의 문제행동 검사도구 개발 Author(s): 고현 Abstract: ABSTRACT Development of a Problem Behavior Rating Scale for Young Children Go, Hyun Advisor : Prof. Yoon, Cho-Hee, Ph.D. Department of Education Graduate School Chosun University The purpose of the present study was to develop a problem behavior rating scale for young children and to verify its adequacy. Research questions to be answered for this purpose are as follows. Question 1: How valid is the rating scale for young children?fs problem behavior developed in this study? Question 2: How discriminative are the questions in the rating scale for young children?fs problem behavior developed in this study? Question 3: How reliable is the rating scale for young children?fs problem behavior developed in this study? In order to answer these questions, we conducted three preliminary studies for constructing and drafting questions and a validation study for verifying the adequacy of the rating scale. The preliminary studies for drafting questions were conducted from January 7 to April 9, 2006. Before the preliminary studies, we reviewed previous research on young children?fs problem behavior and examined existing rating scales for young children?fs problem behavior. Based on the review, a total of 216 preliminary questions were developed. The 1st preliminary study for testing face validity was conducted with 10 field teachers, the 2nd one with 46 specialists in early childhood education, and the 3rd one with 50 teachers and 50 parents. Through these procedures, 44 questions were adopted finally for testing their validity and reliability. The validation study was conducted from May 3 to June 24, 2006. The subjects of the study were 316 3?`5 year old children attending one of 11 early childhood education institutions in large cities, small/medium cities, towns and villages. The concurrent validity and the test-retest reliability of the scale were verified with 127 children selected out of the 316 children, and the discriminative validity of the questions was tested with 158 children who belonged to the top 25% or the bottom 25%, based on the mean score of the scale. The methods of data collection and analysis were as follows. In order to answer Question 1 ?gHow valid is the rating scale for young children?fs problem behavior developed in this study,?h the construct validity and concurrent validity of the scale were analyzed. The construct validity was tested through exploratory factor analyses using SPSS 15.0 and confirmatory factor analyses using AMOS 7.0. In order to test concurrent validity, Pearson?fs product moment correlation coefficient r was calculated between the problem behavior rating scale for young children developed in this study and K-CBCL which was developed by Achenbach and Edelbrock (1983) and translated by Oh, Lee, Hong, and Ha (1997). In order to answer Question 2 ?gHow discriminative are the questions in the rating scale for young children?fs problem behavior developed in this study,?h t tests were performed on the behavior scores of the children belonging to the top 25% or the bottom 25%, based on the mean score of the scale. In order to answer Question 3 ?gHow reliable is the rating scale for young children?fs problem behavior developed in this study,?h Pearson?fs product moment correlation coefficient r was calculated between each question item and the total score of the rating scale. In addition, Cronbach ?? was calculated for verifying the reliability of the scale based on internal consistency among the question items. Finally, test-retest reliability was analyzed. The results of this study are summarized as follows. First, the results of the exploratory factor analysis for testing the construct validity of the rating scale showed that the factors related to problem behavior were peer relation, development, basic life habit, emotion, morality and sex, and that the factor loading of each factor ranged between .419 and .819. The six factors explained around 51% of the whole variance. In addition, the results of the confirmatory factor analysis showed that the goodness of fit of the measurement model represented by a variety of indexes was acceptable. As the indicator of concurrent validity, the correlation of the rating scale developed in this study and K-CBCL was .688, which indicated a relatively high correlation between the two measures. Consequently, the rating scale developed in this study was found to have construct and concurrent validity. Second, the standard deviation for each question in the scale was found to range from .35 to .95, showing that the distribution of the children?fs responses was not too narrow. Also the results of the analysis for the discriminative validity of the questions showed that the top 25% and bottom 25% groups showed significant differences in each question item and each factor at ?? <.001. This suggests that the rating scale can discriminate between a group in which problem behaviors are observed frequently and one in which problem behaviors are observed infrequently. Third, the results of the reliability analyses showed that the correlation between the score of each question and the total score of the scale ranged between .336?`.687, and the correlation between the score of each sub?]factor and the total score ranged between .530?`.874. This suggests that the questions and the sub factors of the rating scale are homogeneous in the internal structure. In addition, the internal agreement of the scale ranged between .69?`.90, showing that the questions of the rating scale are homogeneous and have highly reliable internal consistency. Furthermore, the results of the correlational analysis of the test and retest scores showed that the correlation coefficient between the test and retest scores in each sub?]factor and the total score ranged between .864?`.897, proving that the rating scale is reliable. In conclusion, the problem behavior rating scale for young children developed in this study was found to be valid and reliable with questions that can discriminate problem behaviors observed in children?fs everyday life. In addition, unlike other problem behavior rating scales for young children, the current rating scale provides teachers and parents with a preliminary diagnostic tool composed of the same question items and a much smaller number of items. Therefore the current rating scale is considered to enable both teachers and parents to collect objective and reliable data on children?fs problem behavior for educational uses. 2006-12-31T15:00:00Z