The research has figuring out the structural relationship among the teacher’s job satisfaction, administrative tasks besides lessons as disturbance factors of the class, leadership of the school principal, student fight departure level, facilities as interference factors of the class, conflicts among the teachers clearly as its object. As a result of Structural equation model analysis, They were calculated as X2 = 2906.699, df = 315, p =. 000, NFI =. 903, RFI =. 884, TLI =. 895, CFI =. 912, RMSEA =. 056,

Leadership has been studied multilaterally in ten kinds of the fields of the social science for about 100 years since the early 1900s. But despite the long history, it has not been formed as the integrating theory and the firm conclusion, has been defined variously depending on the social situations, perspectives, and scholars who have studied about the leadership. Taken together, leadership can be stated ‘the influence that induces and adjusts members of the organization to contribute voluntarily to performing for achieving organizational goals’. The success of the school education is made or broke depending on the attitudes of the school principal as a head of the school management. Therefore for the improving the teaching staffs’ abilities and making them use their abilities, the principal has rather aware that the bureaucratic orders and commands, heteronomous and uniform regulations can hinder the efficiency, so that he or she should demonstrate democratic and specialized leadership.

This research used the second year data of the survey for teachers of the Korean Education Longitudinal Study carried out by the Korea Educational Development Institute. The questionnaires of the survey are divided largely into the four areas that teacher background characteristics (demographic characteristics, teaching background characteristics, responsible business positions, group activities in the teaching professions), teaching activities of the teachers (homeroom teacher activities, activities in the class, different classes for the different levels, ICT use, inspection, utilization of the evaluation results, giving tasks and class evaluation, education, factors that affect classes, training experiences of the teachers), teachers’ awareness of the school (the awareness of the level of the school’s departures and wrongdoings, fellow teacher awareness, awareness about the school principal, school support awareness, the perception of educational goals), teachers’ self-concepts (teacher efficacy, teacher satisfaction, teacher attitudes about academic achievement). The second year data of the survey for teachers of the Korean Education Longitudinal Study is conducted targeting the 2760 teachers chosen as a final sample of the first year survey. They are composed with 812 men (30.4%), 1771 women (66.3%), 87 non-responses (3.3%).

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