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The Effectiveness of Teacher's Leadership, Class Climate and Friendship on Academic Attitudes in the Elementary School Students

초등학생들이 지각하는 교사의 지도성 유형, 학급풍토, 교우관계가 학업태도에 미치는 영향

  • Lee, Jayoung (Department of Counseling Psychology, Hanyang Cyber University) ;
  • Jung, Eun-Sun (Division of Teaching Profession, Halla University) ;
  • Seo, Mi (Korea Youth Counseling & Welfare Institute)
  • 이자영 (한양사이버대학교 상담심리학과) ;
  • 정은선 (한라대학교 교직과정부) ;
  • 서미 (한국청소년상담복지개발원)
  • Received : 2018.07.04
  • Accepted : 2018.10.05
  • Published : 2018.10.31

Abstract

The purpose of this study was to investigate the impact of a teacher's leadership (initiating and consideration), class climate, and friendship on academic attitudes. In order to accomplish this, 1,533 elementary school students were recruited. Descriptive statistics and path analysis were employed to examine relationships. The major findings of this study are as follows. First, there were positive correlations between academic attitudes and the teacher's leadership, class climate, and friendship. Second, results of path analysis illustrated that a teacher's leadership consideration indicator had a direct impact on class climate, friendship, and academic attitudes. Furthermore, the teacher's leadership consideration indirectly affected academic attitudes through mediation of class climate and friendship. However, the teacher's leadership initiating indicator did not have a direct impact on class climate, friendship, and academic attitude. The indices of the best fit model for these variables were adequate (GFI, NFI, CFI > 0.90). This study shows that the teacher's leadership consideration is the significant predictor for elementary school students' class climate, friendship, and academic attitudes. Finally, the meaning and limitations of this research, and its implications on academic assistance and intervention, are discussed in detail.

Keywords

teacher's leadership_initiating;teacher's leadership_consideration;class climate;friendship;academic attitude

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