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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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This article is to about an approach to Christian education adminstration in leadership theory. In Christian education there are many studies about leadership theory, but there are few studies about an approach to Christian education adminstration. This article mentions leadership theory in Christian education adminstration. Adminstration includes many factors in scopes of the field. In factors of adminstration, there is a leadership of adminstration.
This article discusses three approaches to leadership theory in Christian education: a traditional approach, a conflict approach, and an integrative approach. R. K. Bower's traditional approach can be seen in his view of leadership which includes planning, organizing, staffing, delegating, co-ordinating, reporting, budgeting. His traditional approach can be said to be systemic, linear, and modernistic leadership.
The conflict approach is mentioned by D. E. Bossart. Conflict theory represents the perspective of many disciplines of sociology, psychology, and theology. Bossart suggests three kinds of conflict in Christian education adminstration. They are intrapersonal conflict, interpersonal conflict, intergroup conflict. Each of these conflicts needs leadership to resolve either by himself/herself or another leader. Intrapersonal conflict needs leadership in affective understanding, especially for adolescents who have many affective conflicts. According to psychological study, adolescents have impulsive and destructive dispositions due to inner conflict in their lives. Interpersonal conflict needs leadership of creative conflict resolution through teaching preparation of materials about conflict, active struggle, passive resignation, unexpected insight, and long-range interpretation. Intergroup conflict needs to a referee style leadership or win/win leadership among groups. The process of creative conflict resolution in intergroup conflict is supportive leadership, integrative goals, depersonalizing, linkages, and win/win outcome.
An integrative approach is mentioned by D. A. Bickimer based on prehensive theory and leadership of process theology. Prehensive theory includes characteristics of actual entity, feeling, and appropriation. A concept definition of “prehensive” is an intuitional grasp of the whole situation. This definition emphasizes holistic sense and wholeness. Prehensive leadership includes an effectiveness and efficiency, informal organization, environment, Johannine leadership, Jamesian leadership. Johannine leadership includes an idiographic dimension and a nomothetic dimension. The idiographic dimension is a needs-meeting leadership based on modified Maslow's theory, Herzberg's motivation theory, McGregor's X?Y theory. The nomothetic dimension includes institution, role, and role expectations emphasizing conflict. Jamesian leadership includes goal, willingness, communication, equilibrium of environments, and prehensive curriculum.
This article mentions that prehensive leadership theory can be complemented by narrative theology. In strict meaning, an integrative approach in this article is prehensive leadership theory complemented by narrative theology. M. E. Moore says that narrative theology affected process theology with several facts. Narrative theology is oriented to practice more than process theology. Narrative theology emphasizes human understanding by imagination and intuition more than process theology. Because story has power to influence social change, narrative theology has power to change man and society more than process theology does. By incorporating narrative theology, integrative approach to leadership theory has some characteristic elements: ①By emphasizing participation into the context of living. a leader can influence another person or christian. ②By emphasizing indirective communication, a leader can improve mutual confidence and facilitate effective change into creative conflict. ③By emphasizing a social structure's change, curriculum needs to be revised from Tyler's curriculum theory, traditional approach in curriculum theory, to reconceptualistic approach which includes a null curriculum. ④By emphasizing ambiguity of events, a leader seeks to establish a dialogical method for a win/win strategy. Integrative leadership based on prehensive leadership theory complemented by narrative theology emphasizes participation, communication, change, and process.
This article discusses three approaches to leadership theory in Christian education: a traditional approach, a conflict approach, and an integrative approach. R. K. Bower's traditional approach can be seen in his view of leadership which includes planning, organizing, staffing, delegating, co-ordinating, reporting, budgeting. His traditional approach can be said to be systemic, linear, and modernistic leadership.
The conflict approach is mentioned by D. E. Bossart. Conflict theory represents the perspective of many disciplines of sociology, psychology, and theology. Bossart suggests three kinds of conflict in Christian education adminstration. They are intrapersonal conflict, interpersonal conflict, intergroup conflict. Each of these conflicts needs leadership to resolve either by himself/herself or another leader. Intrapersonal conflict needs leadership in affective understanding, especially for adolescents who have many affective conflicts. According to psychological study, adolescents have impulsive and destructive dispositions due to inner conflict in their lives. Interpersonal conflict needs leadership of creative conflict resolution through teaching preparation of materials about conflict, active struggle, passive resignation, unexpected insight, and long-range interpretation. Intergroup conflict needs to a referee style leadership or win/win leadership among groups. The process of creative conflict resolution in intergroup conflict is supportive leadership, integrative goals, depersonalizing, linkages, and win/win outcome.
An integrative approach is mentioned by D. A. Bickimer based on prehensive theory and leadership of process theology. Prehensive theory includes characteristics of actual entity, feeling, and appropriation. A concept definition of “prehensive” is an intuitional grasp of the whole situation. This definition emphasizes holistic sense and wholeness. Prehensive leadership includes an effectiveness and efficiency, informal organization, environment, Johannine leadership, Jamesian leadership. Johannine leadership includes an idiographic dimension and a nomothetic dimension. The idiographic dimension is a needs-meeting leadership based on modified Maslow's theory, Herzberg's motivation theory, McGregor's X?Y theory. The nomothetic dimension includes institution, role, and role expectations emphasizing conflict. Jamesian leadership includes goal, willingness, communication, equilibrium of environments, and prehensive curriculum.
This article mentions that prehensive leadership theory can be complemented by narrative theology. In strict meaning, an integrative approach in this article is prehensive leadership theory complemented by narrative theology. M. E. Moore says that narrative theology affected process theology with several facts. Narrative theology is oriented to practice more than process theology. Narrative theology emphasizes human understanding by imagination and intuition more than process theology. Because story has power to influence social change, narrative theology has power to change man and society more than process theology does. By incorporating narrative theology, integrative approach to leadership theory has some characteristic elements: ①By emphasizing participation into the context of living. a leader can influence another person or christian. ②By emphasizing indirective communication, a leader can improve mutual confidence and facilitate effective change into creative conflict. ③By emphasizing a social structure's change, curriculum needs to be revised from Tyler's curriculum theory, traditional approach in curriculum theory, to reconceptualistic approach which includes a null curriculum. ④By emphasizing ambiguity of events, a leader seeks to establish a dialogical method for a win/win strategy. Integrative leadership based on prehensive leadership theory complemented by narrative theology emphasizes participation, communication, change, and process.
목차
Ⅰ. 서론
Ⅱ. 리더십이론에 대한 전통주의적 접근
Ⅲ. 리더십이론에 대한 갈등론적 접근
Ⅳ. 리더십이론에 대한 통합적 접근
Ⅴ. 결론
참고문헌
〈Abstract〉
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