The purpose of this study is to suggest a policy for a school leadership to improve the quality of education and job satisfaction improvement of teachers by investigating a structural relationship of distributed leadership, teachers’ empowerment, trust in school principal and job satisfaction by high school teachers.
This study is to investigate a structural relationship of distributed leadership, teachers’ empowerment, trust in school principal, and job satisfaction by high school teachers and to conduct a study subject to accomplish the purpose of this study as follows.
First, Is these any meaningful difference between teacher background variable(by gender, career, post) and school background variable(by school scale, establishment type, school location) about distributed leadership, teachers’ empowerment, trust in school principal, job satisfaction perceived by high school teacher?
Second, What is the structural relationship among distributed leadership, teachers’ empowerment, trust in school principal, and job satisfaction perceived by high school teachers?
Third, Which is more appropriate between a study model(partial mediation model) and a competition model(complete mediation model) in terms of the relationship of distributed leadership and teachers’ job satisfaction?
Fourth, How about each mediated effect of teachers’ empowerment and trust in school principal in the relationship of distributed leadership and teachers’ job satisfaction perceived by high school teachers?
To solve this study subject, I distributed questionnaire to the 500 teachers working in 23 high schools belonged to the educational office in Jeollabuk-do. The questionnaire was distributed from August 19, 2019 to September 7, 2019 and 443 copies was used to analyze the final example.
Using SPSS and AMOS version 25.0, analysis and statistics have been performed.
This study reached the following conclusions through the result of study subject.
The perception of high school teachers who are woman teachers than male teachers, less-experienced under five years than highly-experienced over twenty years, head teachers than general teachers, public schools than private schools, small-sized school under 12 classes than large schools over 25 classes, and schools in rural than schools in urban area is higher in every variable except for the results which the empowerment average of highly-experienced teachers over 20 years is higher than the teachers less-experienced under 5 years in difference verification by teaching career of high school teachers.
Second, analyzing the results of structural relationship among distributed leadership, teachers’ empowerment, trust in school principal, and job satisfaction perceived by high school teachers, the distributed leadership has meaningful effect on teachers’ empowerment and trust in school principal and teacher empowerment has meaningful effect on job satisfaction.
The study model(partial mediation model) which goodness is greater is more appropriate model than the competition model(complete mediation model).
Fourth, the teachers’ empowerment has partial mediation effect in relationship between distributed leadership and job satisfaction perceived by high school teachers. And, there is no mediated effect of trust in school principal
I would like to suggest policies based on the result of this study.
First, the distributed leadership has to be activated at school because distributed leadership can improve teachers’ job satisfaction. As a result of this study, it has been proved that teachers’ job satisfaction is improved by showing distributed leadership based on participation and cooperation of school members. Therefore, the ministry of education, municipal ministry of education, and policy makers must develop education program for school principal and teachers to practice the distributed leadership effectively and execute teacher training. The school principal and vice-principal must execute various measures to form organizational culture for expanding teachers’ participation and right.
Second, the measures for improving teachers’ empowerment has to be placed. As a result of this study, teacher empowerment has positive effect on job satisfaction and plays an important mediated variable role between distributed leadership and job satisfaction. Therefore, education policy makers has to come up with measures to improve teacher empowerment inside and outside of school.
Third, the customized measure has to be considered to improve specialty and job satisfaction suitable for high school teachers. It is important for high school teachers to improve job satisfaction by strengthening specialty and ability to execute variety education process required in future society.