특수교사가 경험한 교장의 진정성 리더십 의미 구조에 관한 현상학적 연구

초록

The purpose of this study was to analyze the meaning structure of principals' authentic leadership as experienced by special education teachers. To this end, 12 special education teachers working in special schools and special classes within general schools were selected using purposive sampling and snowballing. In-depth interviews were conducted with research participants either face-to-face or non-face-to-face. The collected qualitative data were analyzed using Colaizzi’s phenomenological research method, which focuses on the lived and common experiences of the research participants and the analysis of their features and meanings. As a result of the analysis, 251 significant statements of principals' authentic leadership as experienced by special education teachers were extracted. This study classified and integrated these statements to form meaning, assigned themes, and finally grouped themes. The findings revealed that principals' authentic leadership could be structured into four domains: authentic leadership in principal’s personal attitudes and inner reflection, authentic leadership in work relationships, authentic leadership in daily relationships, and authentic leadership in special education support. Based on these results, this study suggested implications and recommendations for principals' authentic leadership in special education.

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