Teacher's Emotional Leadership Practices and Policy Implication

교사의 감성적 리더십의 실제와 정책적 시사점

  • Piao, Sheng (Graduate School of Education, Jeju National University) ;
  • Lee, In-Hoi (Dept. of Education, Graduate School of Education, Jeju National University)
  • 박승 (제주대학교 교육대학원) ;
  • 이인회 (제주대학교 교육학과)
  • Received : 2018.01.02
  • Accepted : 2018.02.20
  • Published : 2018.02.28


The purpose of this study was to examine teacher's emotional leadership practices and to suggest their educational policy implication. To do so, a survey was conducted on Chinese-Korean students in Yanbian area. Data samples were 605 students at three high schools. The major results are summarized as follows: First, the teacher's emotional leadership is an important variable to improve student's self-directed learning. Second, it is suggestive that the teacher should focus on developing students personal competences such as self awareness and self management rather than social competences. Lastly, the teacher should focus on and improve satisfaction of student's school life first, and try to increase student's self-directed learning. However, various variables that may influence teacher's emotional leadership should be included in the further study.


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