국문초록 번역(한국어 원본)장독립-장의존적 인지양식 측정을 위해 Karp와 Konstadt(1971)가 제작한 어린이용 잠입도형검사 CEFT(Children’s Embedded Figures Test)를 임선하(1984)가 우리나라 실정에 맞게 개작하여 6세에서 12세까지를 대상으로 적용한 도구를 사용하였다. 아동용 잠입도형검사 점수에서 상위 30%를 장독립적 인지양식, 하위 30%를 장의존적 인지양식으로 구분하였다. 리더십 검사 도구는 한국교육개발원(2003)에서 개발한 ‘지도력 진단 도구’를 사용하였다. 검사도구의 응답방식은 Likert 5점 척도이며, 리더십을 구성하고 있는 하위 요소인 목표달성능력, 통솔력, 재창조능력, 인간관계능력, 목적의식에 대해 각 10문항씩 50문항으로 구성되었다.
수집된 자료는 연구문제의 성격에 따라 설문지의 각 문항을 점수화하여 SPSS/WIN 12.0을 사용하였다. 가설 1-1인 리더그룹과 비리더그룹의 장독립-장의존적 인지양식의 차이를 비교 검증하기 위해 -test를, 가설 1-2인 리더그룹과 비리더그룹의 리더십 인식을 비교하기 위하여 t-test를 실시하였다. 가설 2인 인지양식에 따른 리더십 인식은 t-test를 실시하였다. 가설 3-1의 리더그룹에서 성별에 따른 인지양식과 가설 3-2인 리더그룹의 학년에 따른 인지양식은 -test를 실시하여 비교 검증하였다. 가설 3-3인 리더그룹의 학년에 따른 리더십 인식의 비교는 t-test를 실시하였다. 가설 4-1인 인지양식에 따른 ‘좋은 리더’에 대한 인식의 차이를 알아보기 위해 t-test를, 가설 4-2의 리더, 비리더, 교사에 따른 ‘좋은 리더’가 갖추어야 할 리더십에 대한 인식의 차이를 알아보기 위해 일원배치분산분석과 사후검증인 Scheffé 검증을 실시하였다. 가설 4-3인 리더그룹의 학년에 따른 ‘좋은 리더’에 대한 인식을 비교하기 위하여 t-test를 실시하였다. |
국문초록 번역(영어 번역본)In order to measure the field independence-field dependence cognitive style, we used the tool developed by Karp and Konstadt (1971) – CEFT (Children’s Embedded Figures Test) that was revised to Korean standard by Sun Ha Lim (1984) and that which was applied to the children between the age of 6 and 12. The top 30% for the embedded figure test were classified as the field-independent cognitive style and the bottom 30% were classified as the field-dependent cognitive style. As for leadership test, the ‘Leadership Diagnostic Tool’ developed by Korea Education Development Institute (2003) was used. The method of reply for the test was Likert score of 5, and 10 questions (50 in total) were prepared for each of the underlying factor that make up leadership; ability to reach objectives, power of command, re-creativity, relationship, and understanding about objective.
Each collected answer to the questions was given a score according to the nature of the questions, and SPSS/WIN 12.0 was used. In order to compare and verify the difference of field independence-field dependence cognitive style of the hypothetical 1-1 leader group and the non-leader group, and also to compare and verify the leadership awareness of the hypothetical 1-2 leader group and the non-leadership group’s leadership awareness, the –test and t-test were performed respectively. The t-test was performed for leadership awareness according to hypothesis 2 cognitive style. –test was performed for hypothesis 3-1 leader group’s cognitive style according to each gender and the hypothesis 3-2 leader group’s cognitive style according to each grade and their results were compared and verified. T-test was performed for comparison of cognitive styles according to each grade of hypothesis 3-3 leader group. In order to find out the cognitive difference between each cognitive style of hypothesis 4-1, t-test was performed. In order to find out the understanding about what a ‘good leader’ needs to possess according to the leader, non-leader and teachers of hypothesis 4-2, Scheffé verification was performed. In order to compare the understanding about “Good Leaders” according to the leader group’s grade of hypothesis 4-3, the t-test was performed. |
