본 연구는 초등학교 고학년이 인식하는 태권도 지도자의 진성리더십과 전문성이 운동지속과 지도효율성을 실증적으로 규명하는데 그 목적이 있다. 이를 위해 본 연구 대상자는 G광역시에 거주하며 태권도를 수련하는 초등학교 고학년을 대상으로 선정하였으며, 비확률 표집방법(non-probability sampling)중 하나인 편의표본추출법(convenience sampling)을 이용하여 240명의 유효 표본 자료를 분석에 이용하였다.
본 연구에 이용된 설문지의 구성은 인구통계학적 특성 4문항, 진성리더십 12문항, 전문성 10문항, 운동지속 14문항, 지도효율성 11문항 총 51문항으로 구성하였다.
가설검정을 위한 자료 분석방법으로는 SPSS window 26.0 Program을 이용하여 탐색적 요인분석, 상관관계분석, 신뢰도분석, 독립표본 t-test, 일원분산분석(One-way ANOVA), 다중회귀분석(multiple-regression analysis)을 실시하였다.
이상의 연구대상을 통해 수집된 설문지를 기초로 자료를 분석하고 도출된 결론은 다음과 같다.

첫째, 인구통계학적 특성에 따른 진성리더십, 전문성, 운동지속, 지도효율성에는 통계적으로 유의한 차이가 발견되었다.
성별에 따라서는 진성리더십의 하위요인인 인간적인 소통에서 남자가 여자보다 높은 것으로 나타났다. 운동지속은 하위요인 운동능력에서 남학생이 여학생보다 더 높게 나타났으며, 운동친구는 여학생이 남학생보다 더 높게 나타났다. 지도효율성은 하위요인 인지된 기능향상에서 여자가 남자보다 더 높게 나타났다.
학년에 따라서는 진성리더십의 하위요인 자기성장에서 초5학년이 초4학년보다 높게 나타났고, 인간적인 소통에서 초6학년이 초5학년보다 높게 나타났다. 전문성은 하위요인 강습에서 초6학년이 초4학년보다 높게 나타났으며, 인간관계에서 초4학년이 초6학년보다 더 높게 나타났다. 운동지속은 하위요인 운동환경에서 초5학년이 초4학년보다 높게 나타났다. 지도효율성은 하위요인 인지된 지도만족에서 초6학년이 초5학년보다 높게 나타났으며, 인지된 기능향상에서 초4학년이 초6학년보다 높게 나타났다.
수련기간에 따라서는 진성리더십의 하위요인 인간적인 소통에서 3년 이상이 2년~3년 미만보다 높게 나타났다. 전문성은 하위요인 강습에서 3년 이상이 1년~2년 미만보다 높게 나타났으며, 인간관계에서 1년 미만이 1년~2년 미만보다 더 높게 나타났으며, 행정업무에서 1년 미만이 2년~3년 미만 보다 높게 나타났으며, 2년~3년 미만이 1년 ~2년 미만보다 높게나타났다. 운동지속은 하위요인 운동친구에서 1년~2년 미만이 1년 미만보다 높게 나타났다.
수련수준에 따라서는 진성리더십의 하위요인 균형잡힌 지도행동에서 1품이 유급자보다 높게 나타났으며, 1품이 2품보다 높게 나타났다. 전문성은 하위요인 강습에서 유급자가 2품보다 높게 나타났으며, 인간관계에서 유급자가 1품보다 높게 나타났다. 운동지속은 하위요인 운동환경에서 1품이 유급자보다 높게 나타났다.

둘째, 태권도 지도자의 진성리더십, 전문성, 운동지속, 지도효율성은 상관관계가 있었다.

셋째, 진성리더십의 하위요인인 자기성장, 균형잡힌 지도행동, 진실한 태도, 인간적인 소통은 운동지속의 하위요인인 운동능력에 정적 영향을 미쳤으며, 진성리더십의 하위요인인 자기성장, 균형잡힌 지도행동, 진실한 태도, 인간적인 소통은 운동지속의 하위요인인 운동환경에 정적 영향을 미쳤으며, 진성리더십의 하위요인인 자기성장, 균형잡힌 지도행동, 진실한 태도는 운동지속의 하위요인인 운동습관에 정적 영향을 미쳤으며, 진성리더십의 하위요인인 자기성장, 인간적인 의사소통은 운동지속의 하위요인인 운동친구에 정적 영향을 미쳤다.

넷째, 진성리더십의 하위요인인 자기성장, 균형잡힌 지도행동은 지도효율성의 하위요인인 인지된 지도만족에 정적 영향을 미쳤으며, 진성리더십의 하위요인인 자기성장, 진실한 태도는 지도효율성의 하위요인인 인지된 기능향상에 정적 영향을 미쳤다.

다섯째, 전문성의 하위요인인 인간관계, 행정업무는 운동지속의 하위요인인 운동능력에 정적 영향을 미쳤으며, 전문성의 하위요인인 인간관계, 행정업무는 운동지속의 하위요인인 운동환경에 정적 영향을 미쳤으며, 전문성의 하위요인인 인간관계는 운동지속의 하위요인인 운동습관에 정적 영향을 미쳤으며, 전문성의 하위요인인 인간관계, 행정업무는 운동지속의 하위요인인 운동친구에 정적 영향을 미쳤다.

여섯째, 전문성의 하위요인인 강습, 행정업무는 지도효율성의 하위요인인 인지된 지도만족에 정적 영향을 미쳤으며, 전문성의 하위요인인 강습, 인간관계, 행정업무는 지도효율성의 하위요인인 인지된 기능향상에 정적 영향을 미쳤다.

The purpose of this study is to examine the effect of taekwondo instructor’s authentic leadership and expertise recognized by upper elementary school students on exercise adherence and coaching efficiency in an empirical manner. To this end, upper-grade elementary school students living in Metropolitan City G who had been practicing taekwondo were selected as the research subjects, and 240 valid sample data were analyzed through convenience sampling, one of the non-probability sampling methods.
The questionnaire used in this study consisted of 51 questions, including four questions related to demographic characteristics, 12 on authentic leadership, 10 about expertise recognized, 14 about exercise adherence, and 11 on coaching efficiency.
To analyze the data by verifying the research hypotheses, the SPSS window 26.0 Program was utilized to perform exploratory factor analysis, correlation analysis, reliability analysis, independent sample t-test, one-way ANOVA, and multiple-regression analysis.

The conclusion drawn from the analysis of the data based on the survey conducted with the research subjects are as follows.

First, statistically significant differences were found in authentic leadership, expertise recognized, exercise adherence, and coaching efficiency according to demographic characteristics. According to gender, male students showed higher results than their counterparts in human communication, a sub-factor of authentic leadership. As for exercise adherence, the sub-factor of athletic ability was higher in male students than female students, and exercise buddy was higher in girls than boys. For coaching efficiency, the sub-factor of perceived functional improvement was higher in females than males.
According to the grade level, grade 5 students had higher self-growth, a sub-factor of authentic leadership, than grade 4, and grade 6 students were higher than grade 5 in human communication. For expertise recognized, grade 6 students scored higher than grade 4 in the sub-factor of coaching, and grade 4 students were higher than grade 6 in human relationships.
In terms of exercise adherence, the sub-factor of exercise environment was higher in grade 5 students than in grade 4. As for coaching efficiency, the sub-factor of perceived satisfaction with coaching was higher in grade 6 students than in grade 5, and grade 4 students showed higher scores than those in grade 6 in perceived functional improvement.
Depending on the training period, those with 3 years or longer experience had higher scores in human communication, a sub-factor of authentic leadership, compared to those with between 2 and 3 years of the training period. As for expertise recognized, students with a 3-year or longer training period had higher scores than those between 1 and 2 years in the sub-factor of coaching, while those with 1 year or shorter had higher results than those between 1 and 2 years in human relationships. Administrative work was higher among 1 year or shorter than between 2 and 3 years, and higher between 2 and 3 years than between 1 and 2 years. As for exercise adherence, the sub-factor of exercise buddy was higher among those with between 1 and 2 years of training experience than those with 1 year or shorter. Depending on the training level, balanced coaching behavior, a sub-factor of authentic leadership, was higher among those with a 1-poom level than taekwondo grade holders, and higher in those with a 1-poom level than those with a 2-poom level. As for expertise recognized, the sub-factor of coaching was higher in taekwondo grade holders compared to those with a 2-poom level, and human relationship was higher in taekwondo grade holders than those with a 1-poom level. When it comes to exercise adherence, the sub-factor of exercise environment was higher in those with a 1-poom level than in taekwondo grade holders.

Second, the authentic leadership, expertise recognized, exercise adherence, and coaching efficiency of taekwondo coaches were correlated.

Third, the sub-factors of authentic leadership, such as self-growth, balanced coaching behavior, sincere attitude, and human communication, showed positive effects on athletic ability, a sub-factor of exercise adherence. The sub-factors of authentic leadership, including self-growth, balanced coaching behavior, sincere attitude, and human communication had positive effects on the exercise environment, a sub-factor of exercise adherence. The sub-factors of authentic leadership, such as self-growth, balanced coaching behavior, and sincere attitude, showed positive effects on exercise habits, a sub-factor of exercise adherence. In addition, the sub-factors of authentic leadership, such as self-growth and human communication, had positive effects on exercise buddies, a sub-factor of exercise adherence.

Fourth, self-growth and balanced coaching behavior, which are the sub-factors of authentic leadership, had positive effects on perceived satisfaction with coaching, a sub-factor of coaching efficiency. The sub-factors of authentic leadership, such as self-growth and sincere attitude, had positive effects on perceived functional improvement, a sub-factor of coaching efficiency.

Fifth, the sub-factors of expertise recognized, including human relationships and administrative work, showed positive effects on athletic ability, a sub-factor of exercise adherence. The sub-factors of expertise recognized. such as human relationships and administrative work, had positive effects on the exercise environment, a sub-factor of exercise adherence. Human relationship, a sub-factor of expertise recognized, showed a positive effect on exercise habits, a sub-factor of exercise adherence. Additionally, the sub-factors of expertise recognized, such as human relationships and administrative work, had positive effects on exercise buddies, a sub-factor of exercise adherence.

Sixth, the sub-factors of expertise recognized, such as coaching and administrative work, had positive effects on perceived satisfaction with coaching, a sub-factor of coaching efficiency. In addition, the sub-factors of expertise recognized, such as coaching, human relationship, and administrative work, had positive effects on perceived functional improvement, a sub-factor of coaching efficiency.