The Effect of Principal-Teacher Rating (Dis)Agreement Regarding Principal Instructional Leadership on Teacher Collaboration

??? ????????? ?????????????????? ?????? ???????????? ????????? ????????? ??????????????? ??????????????? ??? ?????? ??? ?????? ????????? ??????????????? ????????? ?????? ????????? ????????? ???????????????. ????????? ??? ????????? ??? ????????? ???????????? ?????????????????? ?????? ??????/?????? ????????? ??????/?????? ?????? ??? ??? (???)?????? ????????? ?????? ?????? ??? ?????? ??? ?????? ????????? ????????? ????????? ???????????????. ?????? ?????? OECD??? TALIS 2008 ????????? ????????? ???????????? ?????? 48??? ???????????? ?????? ?????? ?????? 48?????? ?????? 819?????? ????????? ???????????????. ?????? ??????, ???????????? ???????????? ?????? ?????? ????????? ?????? ?????? ?????? (???)?????? ????????? ?????? ?????? ??? ?????? ????????? ?????? ?????? ????????? ????????? ?????? ???????????????. ????????? ?????????????????? ?????? ????????? ?????? ?????? ?????? (???)?????? ????????? ‘????????? ??????’ ??????(?????? ??????), ‘????????? ??????’ ??????, ‘???????????? ??? ??????’ ??????, ‘??????????????? ??????’ ???????????? ????????? ???, ??????????????? ?????? ????????? ?????? ???????????? ????????? ?????? ?????? ????????? ???????????? ?????? ?????? ??? ?????? ???????????? ???????????? ????????? ????????? ????????????, ??????????????? ?????? ???????????? ????????? ?????? ????????? ?????? ?????? ?????? ????????? ?????? ?????? ?????? ???????????? ?????? ?????? ????????? ???????????? ????????? ???????????? ??? ?????? ????????? ????????????. ????????? ?????? ????????? ?????? ??? ?????? ????????? ???????????? ?????? ?????? ???????????? ?????????????????? ?????? ????????? ??????????????? ???????????? ????????? ????????? ?????? ??????. This study examines how the degree of teacher collaboration varies depending on the principal-teacher rating (dis)agreement regarding principal instructional leadership. Analyzing data from 48 middle schools in South Korea, originally gathered by the OECD’s TALIS 2008 survey, the study shows the possibility that the degree to which teacher collaboration is fostered in schools may systematically differ depending on four (dis)agreement types, i.e., in-agreement/good, in-agreement/poor, over-estimator principal, and under-estimator principal. The main findings suggest that teachers working in ‘in-agreement/good’ type schools (i.e., schools where both the principal and the teachers agree that the principal exhibits effective instructional leadership) are most likely to engage in intra-school collaboration with other colleague teachers. In addition, ‘under-estimator principal’ type schools (i.e., schools where the principal under-estimates his/her instructional leadership performance while the teachers evaluate him/her highly) also appear fairly effective in fostering teacher collaboration. Conceptual and practical implications are discussed in light of the importance of evaluating instructional leadership in multifaceted ways