고등학교 무용지도자의 리더십 유형이 지도자 신뢰 및 무용수행능력에 미치는 영향

Abstract

The purpose of this study is to examine how the dance instructor's leadership style perceived by non-major high school students affects the leader's trust and dance performance ability, and to enhance the leader's competency by selecting the effective leadership style of the dance instructor. For this purpose, high school dance majors from Gwangju and Jeollanam-do were selected as the population, and the research period was 2 months from March to May 2022, and a survey was conducted with a total of 380 people. Convenience sampling method was used for the survey method, and the self-evaluation method was used for evaluation. Out of a total of 380 questionnaires, a total of 360 questionnaires were used for the final study, excluding 20 questionnaires in which questions were filled in or omitted. The data processing of this study is based on the statistical package program SPSS Ver. 26.0 and AMOS 26.0 were used for computational processing. Statistical techniques used in this study include frequency analysis, independent sample T-test, one-way ANOVA, exploratory factor analysis, and reliability analysis ( Cronbach's α), confirmatory factor analysis, correlation analysis, multiple regression analysis, structural equation model it was derived First, among the sub-factors of leadership type and leader trust, it had a partial effect on ability. Second, among the sub-factors of leadership style and trust in leaders, it had a partial effect on consistency. Third, trust in the leader had a partial effect on technology among the sub-factors of dance performance. Fourth, trust in the leader had a partial effect on artistic among the sub-factors of dance performance. Through these research results, high school dance instructors seek various ways for class participants to form an emotional relationship of trust with the dance class students, actively collect and reflect the participants' opinions in class content, and express physical and emotional expressions. If the goal of the dance class is clearly set, a trusting relationship with the dance class participants will be formed. In addition, if the dance instructor instructing non-majors seeks various teaching methods without being limited by the limited genre and boundaries of dance, but with a clear goal, the dance performance ability of non-major students will be enhanced.