유치원장의 변혁적 리더십, 유아교사의 학습공동체, 전문성 발달 간의 구조적 관계

초록

Purpose: The purpose of this study was to analyze the structural relationship between the transformational leadership of kindergarten principals, the learning community of Early Childhood teachers, and professional development, and to empirically verify the mediating effect of a learning community in the relationship between transformational leadership and professional development. Methods: For this purpose, 284 Early Childhood teachers working in Gyeongsangnam-do province were selected as research subjects. The transformational leadership of kindergarten principals was selected as independent variables, mediator variables of learning community, and professional development as dependent variables. The collected data were analyzed by using SPSS and AMOS programs to verify reliability, correlation, confirmatory factor analysis, and covariance structure analysis. Results: The transformational leadership of kindergarten principals perceived by Early Childhood teachers and the learning community of Early Childhood teachers had a positive effect on the professional development, and the learning community had a significant effect as a partial mediating variable in the relationship between transformational leadership and professional development. Conclusion: Based on the results, the relationship between the transformational leadership of kindergarten principals, the learning community of Early Childhood teachers, and professional development was discussed, and the mediating effect of the learning community was discussed in the relationship between the transformational leadership of kindergarten principals and professional development of the teacher. Therefore, for the development of Early Childhood teachers’ professionalism, the director should play a role as a transformational leader and the teacher should play a role of forming and participating in the learning community.

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