이 연구는 지적장애학교 교사들의 배경 특성 변인에 따른 특수학교장의 리더십 유형과 학교 조직효과성에 관한 인식 수준을 밝히고, 리더십 유형과 학교 조직 효과성의 상관관계를 알아보는데 목적이 있다. 첫째, 특수학교장의 리더십 유형에 있어 지시형에 대해서는 교사의 교직 경력이 많을 수록 특수교사의 인식 수준이 높다. 둘째, 학교 조직 효과성에 관해서는 교사의 인식정도는 보통 수준이다. 사기, 생산성요인에서는 남교사가 여교사보다 더 높게 인식하고 경력이 낮을수록 더 높게 인식하고 있다. 셋째, 리더십과 학교 조직 효과성과의 상관관계에서는 지시형과 설득형은 학교 조직효과성과 부적 상관을 보이며 참여형이나 위임형은 비교적 높은 정적 상관을 보여 참여형과 위임형 리더십이 학교 조직 효과성을 높일 수 있음을 시사한다.

The purpose of this study was to examine the perception of teachers for the Intellectual Disabilities on the leadership style of principals of special schools and effectiveness of school organization in consideration of their background variables and the correlational relationship of leadership style of principal to organizational effectiveness in a bid to suggest what sort of leadership of principals for the special schools should exert to maximize organizational effectiveness. It’s specifically meant to explore the perception of teachers for the Intellectual Disabilities on the leadership style of principals for special schools by background variables, to check into their view of effectiveness of schools organization by background variables, and to find out the relationship between the leadership style of principals of special schools and effectiveness of school organization. The conclusion of the study were as follows: First, as for the leadership styles of principals for special school, the background variables of the teachers made no statistically significant difference to their view of the persuasive, participatory and delegative leadership styles of the principals. But those whose career was longer found the principals to be more directive. Second, in regard to outlook on school organizational effectiveness by the background variables, the female teachers found school members to have higher morale than the males, and the teachers with less than five- year career considered school members to have higher morale than those with five-year to less than 10-year career and those with 10-year or more career. The female teachers viewed their schools as more productive than the males as well, and those with less than five-year career put higher value on the productivity of their schools than those with five-year to less than 10-year career and those with 10-year or more career. Their career and certificate of qualifications made no significant difference to their view of school adaptability, and the females had a higher opinion on that than the males. Third, concerning correlation between principal leadership style and school organizational effectiveness, there was a weak correlation between the two in general. The participatory leadership was regarded as most effective, followed by delegative leadership. The persuasive and directive styles were negatively correlated to organizational effectiveness.