In order to achieve educational goal in school and to secure efficiency in education, it is considered that a principal's leadership, which forms cooperative system, and teachers' job satisfaction are important factors that influence a result of educational operation. Accordingly, the purpose of this study in the aspect of school management was, first, to analyze the actual condition for leadership type that a school principal utilizes, second, to verify difference in teachers' job satisfaction according to leadership type that a school principal utilizes, and third, to suggest a school principal's effective leadership type in order to increase teachers' job satisfaction.
Aiming to achieve these research objectives, the research model and research hypotheses were established through theoretical background. Data was collected by widely distributing questionnaire targeting middle-high school teachers. Given summarizing results, which were analyzed by carrying out verification on hypotheses through the diversely statistical analytical techniques, those are as follows.
First, this study used questionnaire that was verified validity in the existing research. Thus, as a result of verifying reliability with exclusion of validity, the reliability was in the authentic level with which Cronbach's alpha coefficient is over 0.6. Second, as a result of verifying hypothesis 1 with saying that "a school principal's leadership type will have significant influence upon teachers' job satisfaction," the school principals were indicated to much utilize the transformational leadership than transactional leadership. Constituent factors in transformational leadership, which is utilized by a school principal, are being applied in order of intellectual stimulation, charisma, and individualized consideration. Constituent factors in transactional leadership, which is utilized by a school principal, were indicated to be applied in order of contingent reward and management-by exception, the job satisfaction was indicated to be higher in order of achievement, self-realization, sense of recognition, sense of challenge, and growth development. It was indicated that the transformational leadership has positive influence upon all in achievement, sense of recognition, sense of challenge, growth development, and self-realization in job satisfaction, but that the transactional leadership has positive influence just upon contingent reward and doesn't have influence upon management-by exception. Also, it was indicated that a school principal's higher transformational leadership leads to teachers' higher job satisfaction. It was indicated that the higher charisma among·sub-spheres in transformational leadership leads to being higher in a sense of recognition, sense of challenge, growth development, and self-realization among sub-spheres in teachers' job satisfaction, but was indicated to have no significant influence upon achievement. Third, as a result of verifying hypothesis 2 with saying that 'there will be difference between school principal's leadership type and teachers' job satisfaction depending on teachers' general characteristics,' a school principal's transformational leadership was indicated significant difference just by school level and by job position. Thus, middle-school teachers and chief teachers were indicated to recognize more highly. All in the charisma, intellectual stimulation, and individualized consideration among sub-spheres in transformational leadership were indicated significant difference just by school level and by job position. Thus, middle-school teachers and chief teachers were indicated to recognize more highly a school principal's transformational leadership. Meanwhile, a school principal's transactional leadership was indicated the significant difference by school level, by job position, and by career. Thus, middle-school teachers, chief teachers, and teachers with high career were indicated to recognize more highly. Contingent reward among sub-spheres in transactional leadership was indicated difference according to teachers' school level and job position. Thus, middle-school teachers and chief teachers were indicated to recognize more highly. Management-by exception was indicated the significant difference by school level, by career, and by job position. Thus, middle-school teachers, chief teachers, and teachers with high career were indicated to recognize more highly. As for difference in job satisfaction according to teachers' general characteristics, the difference in job satisfaction was indicated to be significant according to teachers' school level and job position. Thus, the job satisfaction in middle-school teachers and chief teachers was indicated to be higher. Sub-spheres in job satisfaction according to teachers' general characteristics, namely, achievement, sense of recognition, sense of challenge, and growth development in job satisfaction were indicated significant difference by teacher's school level and job position. Thus, middle-school teachers and chief teachers were indicated to recognize highly. Self-realization was indicated significant difference just in teacher's school level. Thus, middle-school teachers were indicated to recognize more highly.
Given summarizing significance and implications in this study, those are as follows.
First, this study considered a theory on relationship between a school principal's leadership type and teachers' job satisfaction, thereby having suggested importance on relationship between a school principal's leadership type and teachers' job satisfaction. So, the school principal will need to exert leadership so that organization members can be satisfied with job and cause positive emotion, thereby being possibly developed into behavior. Second, what charisma, which is the most important leadership factor among constituent factors in transformational leadership, has great influence upon sense of recognition, sense of challenge, growth development, and self-realization, which are job-satisfaction factors, will be able to be said to have very great implication that is given to a school principal's school management in this era. Third, the transformational leadership and the job satisfaction were clarified to have positive(+) relationship. Thus, the school principal will need to proceed with activating organization so that organization members can positively face educational activity with affirmative emotion, by properly exerting transformational leadership according to job—satisfaction elements in organization members. Fourth, given synthesizing the above analytical results, the school principal's leadership type and teachers' job satisfaction are proved to have high correlation. Thus, the school principal's leadership can be known to be very important factor in achieving a goal of school organization and enhancing teachers' desire for working. Accordingly, the school principal will need to properly utilize effective leadership type in order to maximize educational effect.