12

2008

2009






, (1) Trevino Meyer 3
, ,
, (2) Kelley
,
(3)
, (4)
,

.
,
, ,
()
()
() .
- i -

 ,
,
. 2008
11 22 2 255
.
, 10,
(BI) 8, 20
, 24, 9, 71
, Likert 7
.
, 1)
, 2) , 3)
, 4)
,
.
1) ,
(+)
, (+)
.

,


(+)
- ii -

 .
2) ,
, , (+)
, , ,
(+) ,
, .

,

, , ,
(+) .


,
(+)
.
3) , , (+)
,
, .

(+)
,
.
, Trevino
- iii -

 ,


.


.
4) ,
.
, Baron &
Kenny (1986) .
,
.
.

.
,
.

,
.
LISREL
,
.
- iv -

ABSTRACT

Professor: Moon, Hyong Koo

Candidate: Lee, Sung Hoon

The main purpose of this study is the empirical investigation concerning the
issues such as 1) whether ethical leadership

conceptualized by Brown &

Trevino (2006) has some positive effects on "exemplar followership" with two
dimensions

of

critical

independent

thinking

and

active

participation

conceptualized by Kelley (1992), 2) whether the above exemplar followership

has some positive effects on the organizational commitment composed of the
affective, continuance, and normative dimensions conceptualized by

Meyer &

Allen (1990), 3) whether the above ethical leadership has some positive effects
on the organizational commitment, and 4) how the above followership functions
as a mediator between the ethical leadership and the followership, to be more
concrete, whether the followership is complete mediator or partial mediator.
Based on the results of empirical research on the 255 subjects, firstly, this
study finds that ethical leadership has some positive effects on followers' active
participation, but has no positive effect on followers' critical
thinking.
Secondly, this study finds that followers' level of critical

independent
independent

thinking has no positive effect on either of affective, continuance, or normative

commitment, but that follower's level of active participation has some positive

- i -

effects on affective and normative commitments, with no positive effect on

continuance effect.
Thirdly, this study finds that ethical leadership has some positive effects on
affective and normative commitments, with no positive effect on continuance
commitment.
Lastly, this study finds that followers' level of critical

independent thinking

has no mediating function between ethical leadership and organizational

commitment. However, this study also finds that followers' level of active
participation functions as the complete mediator between ethical leadership and
both affective and normative commitments, but has no mediating function
between ethical leadership and continuance commitment.
These findings suggest that ethical leadership has some limits as a vitalizing
factor of continuance commitment through the transactional leadership influence
process, and that ethical leadership might not have positive effects on nurturing
the exemplar followership whose important feature is critical
thinking.

- ii -

independent


1 1
1 1
2 5
1. 5
2. 6

2 8
1 8
1. 8
2. 12
3. 23
4. 26
2 27
1. 27
2. 34
3. 68
3 73
1. 73
2. 76
3. 79

3 89
1 89
2 90
1. 90
- i -

 91
3. 93
3 94
1. 94
2. 95
3. 95
4 96
1. 96
2. 96
2.

4 98
1 98
1. 98
2. 98
3. 99
2 103
3 105
1. 105
2. 108
3. 113
4. 115

5 118
1 118
2 121

123

- ii -


2-1. BI 16
2-2. (ELS: Ethical Leadership Scale) 24
2-3. 41
2-4. 52
2-5. Kelley (1992) 55
2-6. ( ) 69
2-7. ( ) 70
2-8. 73
2-9. 80
2-10. 82
2-11. 83
2-12. 84
2-13. (membership focus) 85
2-14. (performance focus) 86
4-1. 99
4-2. 100
4-3. 101
4-4. 102
4-5. 104
4-6. 106
4-7. 107
4-8. 110
- iii -

 4-9. 111
4-10. 112
4-11. 114
4-12. ( ) 116
4-13. ( ) 117

2-1. 11
2-2. 23
3-1. , , 89

- iv -

1
1
,

.
,
.


,

.
, (ethical
argument) (ethical organizational behavior) ,
2
.

(Baumhart 1961; Brenner & Molander 1977).
.

,
.
.
- 1 -


(Kohlberg, 1969; Trevino, 1986).

.
Brown & Trevino
& Harrison(2005) ,
,

.
(Ethical Leadership)
, (moral person)
, (moral manager)
.

(demonstration)
(promotion)
. ELS(Ethical Leadership Scale)
.
(anti-productive) (-) , (productive)
(+) .
Trevino
,
,
.
, , , ,
- 2 -


.
.
(leadership attribution) . Meindl &
Ehrlich & Dukerich(1985), Meindl & Ehrlich(1987, 1988) ,
(attribute)
.
,

.
Meindl(1985) Lieberson & O'Connor(1972), Pfeffer(1977)
.

,

. Meindl(1990, 1993)
(social contagion)
. Meindl
,
,
.
,
, . ,
(catalyst)
?
- 3 -

(institutional economics) Majumdar & Mukand(2008)

-
(symbiotic nature of the leader-follower relationship) .
,
.
- (threshold effect)
.
,
-
,
.
(being a follwer)
. ,
.

(exemplar followership)
.
(Social Learning Theory)

(observative learning) .

.

,
(organizational commitment) .
- 4 -


, .

.
1)
.
2)
.
3)
.
4) ,
,
.

2
1.

,
,
.
2008 11 22 2
255 .
, 10,
(BI) 8,
- 5 -

 20, 24,
9, 71 ,
Likert 7 .

,
.
, ,
(frequency analysis) (crosstabulation analysis)
, , , ,
(correlation analysis)
, , Cronbach's
(reliability analysis) .
2.

5 .
1

.
2 , , ,
,
.
3 , ,
,
, ,
- 6 -

 .
4 ,
, .

.
5 ,
.

- 7 -

2
1
1.

,
. Trevino
.
, (ethical
argument) (ethical organizational behavior) ,
2
.
(cynicism)

.
Brown(2007) 2006 Harris Interactive Poll 2006
Harvard National Leadership Index
,

.
. Ethics Resource Center 2005 National Business Ethics Survey
80% , ,

.
- 8 -

 ,
.

Brown(2007) . 1)
. 2)
. 3) , . 4)
. 5) .
,

.
,
.
,
.

(Bass & Avolio, 2000).

(Bono
& Judge, 2003; Conger, 1999; Shamir, 1999).

, , ,
, .

(Bass & Steidlmeier, 1999;
Kanungo & Mendonca, 1996; May, Chan, Hodges, & Avolio, 2003).
,
- 9 -


.
Trevino, Brown & Hartman(2000, 2003)
(ethical leadership)

(qualitative study) . 20
20 ,
,
.
(qualitative study) .

.

.
(traits), (character), (altruistic motivation)
(moral person)"
.
Trevino (moral manager)"
.

(proactive efforts) .
,
,
,
.
- 10 -


(Trevino,
Brown & Hartman, 2000, 2003).

, , , , ,

, (Avolio, Zhu & May, 2004)
,
,
, (moral person) (moral manager)
.
2-1.

(hypocritical leader)

(ethical leader)

(Moral
Manager)

(unethical leader)

? ?
(ethically neutral leader)

(Moral Person)
Trevino & Hartman & Brown(2000)

, Brown & Trevino(2006) ,

(demonstration)
- 11 -


(promotion) .
2.

.
, Lewin, LIippit & White(1939)
(authoritarian),
(participative), (delegative)
.
,
.
, ,

(ought to do)
. ,
.

(are doing)
.
, .
. /

- 12 -

(charismatic or transformational leadership paradigm) .

Burns(1978) (transforming)
, Bass
& Avolio(1993) (inspirational motivation),
(idealized influence), (individualized consideration), (
intellectual stimulation) 4 ,
.
, (role models
for followers to emulate) (Avolio, 1999).
, .
,
Turner et al.(2002) (cognitive moral development)
(+) , (contingent
reinforcement) (management-by-exception)
(transactional leadership)
.

(compliance-based influence style)(Kelman, 1958) .
Kanungo & Mendonca(1996) (self-esteem)

,
.

. ,
(Bass, 1998; Howell, 1988; Howell & Avolio, 1992),
- 13 -

 (House & Aditya, 1997; McClelland, 1975),

(Bass, 1985).
Howell & Avolio(1992)
(soicalized) (personalized)
,

. Bass &
Steidlmeier(1999) (authentic) (pseudo)
.
.
, Gini(1998)
.
Turner et al.(2002)

.
, Trevino, Brown & Hartman(2003)
(standard setting),
(performance appraisal), (punishments and rewards)
.

.
.
(bipolarity)
(Kark, Shamir, & Chen, 2003).
- 14 -

. (leader traits)
(perceived leader effectiveness)
(honesty, truth-telling), (integrity, principled behavior),
(trustworthiness, can be trusted)
(Den Hartog et al., 1999; Kirkpatrick & Locke, 1991; Posner & Schmidt, 1992;

(cognitive trust),
, , (McAllister, 1995)
(Dirks & Ferrin, 2002).
(Avolio, 1999;
Kouzes & Posner, 1993).

Bass & Steidlmeier, 1999).

(integrity)
(honesty) (perceptions of
leadership effectiveness) .
(virtue) (virtue ethics) ,
(2008)
.
,
Simons(2002) (behavioral integrity, BI)
.
BI .
Simons et al. (2007) 107 1,944

BI . BI
(trust in management),
(interpersonal justice), , ,
- 15 -

 . BI
BI ,
(trickle-down effect)
. BI
.

(reverse in-group effect) .
Simons et al. (2007) .
2-1. BI

1. There is a match between my

1. .

manager's words and actions.

2. My manager delivers on promises.

2. .

3. My manager practices what he/she

3.

preaches.

4. My manager does what he/she

says he/she will do.

5. My manager conducts himself/herself

by the same values he/she talks about.
6. My

manager

shows

the

same

priorities that he/she describes.

7. When

my

manager

4.
5.
.
6.
.

promises

7. ,

something, I can be certain that it will

happen.

8. If my manager says he/she is

going to do something, he/she will.

8.
, .

Simons & Liu & Friedman & Parks(2007)

- 16 -

Simons(2002)

, BI

(Behavioral Integrity Is the perceived Pattern of Alignment Between

an Actor's Word and Deeds.). , , ,
, , ,
.
(virtue)
. (2006) (, ) ,
, ,
,


.
,
, ,
,
, .
, (leader traits)
. Howell & Avolio(1992)
.
Trevino, Brown & Hartman(2000)

. (personal traits)
(
, )
- 17 -

 .
, .
. (considerate or fair treatment)
, ,
. Tyler(1986)

, (support)
(fairness judgments) . Alexander &
Ruderman(1987),

Folger & Konovsky(1989), Tyler & Degoey(1995), Tyler,

.

(interactional fairness) (Bies & Moag, 1986).
(dignity) (respect) .

. (consideration-oriented)
(Yukl, 2002).

.
Trevino, Brown & Hartman(2000, 2003)
.

(Avolio, 1999), (Trevino, Brown & Hartman,
2003),
(Gini, 1998; Trevino, Brown & Hartman, 2003) .
Rasinski & Spodick(1985)

- 18 -


, .
, /
, ,
.
(deficiency bias) (Schwab,
1980). ,
. (social learning theory)
.
.
Brown & Trevino(2006) Brown & Harrison & Trevino(2005)
(social learning theory), Albert
Bandura (Bandura, 1961, 1963, 1977, 1986, 1989 )
. Bandura(1986)
.

(Bryan & Test, 1967; Rosenhan & White, 1967).
(House, 1977; Bass, 1985; Kouzes & Posner, 1987),
(Avolio, 1999;
Avolio & Bass & Jung, 1999; Kelman, 1958).

Bobo (Bobo doll)

(observative learning)
. ,

Bandura(1961)

- 19 -

 .
1) .
,
. 2) .

.
. 3)
.
. .
Bandura(1989a, 1989b) , Piaget
,
.
, Bandura
, , (
, , ),
.

.
(symbolization),
(forethought), (vicarious experience), (self-regulation)
(Bandura, 1989a). , , ,
.
Bandura
Bandura(1982) (self-efficacy).
,
- 20 -


.
.
, .
Bandura ,
(self efficacy) .
.
(self-esteem)
. Bandura
,
.
, .

. .

.
.
(Yukl 2002).
. Bandura ,



. , (direct experience)
(vicarious experience)
, (behavior) (consequences)
- 21 -

 .
Bandura ,
(observative learning) (role modeling)
. (matching)
, , , (Bandura 1986).

. Gini(1998)

Aristotle .
, ,
. , ,
,
.
(Bandura, 1986).
.

.

.
.

,
Trevino
.
- 22 -

3.

2-2.

.
Trevino, L. K., Hartman, L. P., & Brown, M.(2000)

,
.

, Brown & Harrison & Trevino(2005) (construct)
.
10
- 23 -

(perceptions) , (ELS : Ethical

Leadership Scale) . , Brown
& Harrison & Trevino(2005)

, .
2-2. (ELS: Ethical Leadership Scale)

1. Listens to what employees have to say

1.
.

2. Disciplines employees who violate

ethical standards

2.
.

3. Conducts his/her personal life in an

ethical manner

3.
.

4. Has the best interests of employees

in mind

4.
.

5. Makes fair and balanced decisions

5.

6. Can be trusted

7. Discusses business ethics or values

6. .

with employees
8. Sets an example of how to do

7.
.

things the right way in terms of

ethics

8.

9. Defines success not just by results

but also the way that they are

obtained
10. When

9. ,
making

decisions,

asks

what is the right thing to do?

10. ,
? .

Brown, Harrison, & Trevino(2005)

- 24 -

 (multiple construct validation)

(supervisory ethical leadership),
(leader consideration) , (interactional fairness),
(leader honesty), Bass & Avolio(2000)
(idealized influence dimension of transformational
leadership) (+) .
(affective trust) (+)
, (abusive supervision) (-)
,
(demographics)
.
,
(satisfaction with the leader), (perceived leader
effectiveness),
(willingness to exert extra effort on the job),
(willingness to report problems to management) .


.
,
.
1)
.
2)
- 25 -


.
3)
.
Avolio & Zhu & May(2004)
.

. ,
. ,

.
4.

,

,
.
,

.

, .
(moral manager)
Bandura
- 26 -

.
.
, Trevino

,
.

. Wimbush(1999) Kohlberg(1969)
(cognitive moral development) (supervisory
influence)
. ,
.


.
.

,
.

2
1.

Kelley(1992)

, (follower) (Old
- 27 -

 follazionhan (assist), (help),

(succor), (minister to) . (leader)
(undergo), (suffer), (endure)
.

,
. ,
(a symbiotic one between
equals) (Kelley 1992). ,
.
Thomas Carlyle (great person)
(leadership myth)
, (Social Darwinism)
.
, , . ,
.
,
90~99%
(hierarchical topography) .


. Fiedler(1957)
, (social barrier)

. ,
High German)

- 28 -

 ,


.
,
.
. Kelley
,
10~20% ,
80~90% (people)
(Kelley, 1992).
Chaleff(1995) , 2
Hitler 600 (European Jews)
.

.
,
2
. Fromm(1941)
Adorno et al.(1950) .
Fromm(1941) (Psycho-analysis) ,
Nazis
Sado-masochism . , Hitler
(bad leadership)

- 29 -

 .
Adorno et al.(1950)
(fascism)
, Fromm(1941)
(authoritarian pattern) .
, Hannah Arendt 1963
Eichmann in Jerusalem: A Report on the Banality of Evil(New York: Viking

. 2
Adolph Eichman , Arendt(1963) Eichman

. Eichman
,
.
Arendt , (the banality of evil)
.
, (following)
, Stanley Milgram 1961
. Milgram(1963) , 1961
. 4
. 1 ,

. ,
.
15 , 15
. () (
Press

- 30 -

 ) .
,
.
,
, .
450
.
( )
.
, Milgram 150
,
. 4
.
0.1 450
.
65 450 .
Milgram .
48 ,
21 ,

10 .

40,
30 .
Stanford Philip G. Zimbardo Milgram
- 31 -


.
.
.
.
1971 Zimbardo Milgram , 70
, , , 24
. Stanford (Stanford
Prison experiment).
. 14
, 6 .
,
.
Zimbardo(1973 a, b, c, 2007)
.
, 1961 45 Milgram
. 2006 U. C. Santa Clara Jerry M. Burger
, ,
45 . 20
81 29 41 .
Burger Milgram
150
.
70%
.
- 32 -

 Burger
63%
. 2007 1
3 ABC Primetime , Replicating Milgram: Would
People Still Obey Today? Santa Clara
(http://www.scu.edu/cas/psychology/faculty/upload/Replicating-Milgram.doc)
, 2009 American Psychologist
.
2 ,

,
.
(dialectic).
,
(Kelley 1992).


.
Bennis(1999)

.
.

. ,
,
- 33 -

 2 .
(theoretical) ,
, (order)
. (practical) ,

.
,
.
Kellerman(2008)

2.

. Pigors
Pigors(1934) ,

(mutual stimulation) . ,
, ,
.
,
(to cooperate in a common cause).
, .
Pigors
, , , .
(1) (constructive follower)

. ,
- 34 -

 .
.
(2) (routine follower)

, .
.
(3) (impulsive follower)
.

.
.
(4) (subversive follower)

.
,
.

.
. Zaleznik
Zaleznik(1965) Freud , -

. Zaleznik
- 35 -


. Zaleznik -
. -
.
Zaleznik (dominance)
(submission) (active)
(passive) ,
, ,
,
.
(1) (impulsive subordinates)

(fantasy) .
(rebellion)
. -
, (impulsiveness)
(rebellion) .

. (spontaneous) (courageous)
. ,
.
,
.

.
(subordinate)

- 36 -

 (compulsive subordinates)
,

.
,
.
.
.

.
Zaleznik ,
. ,
. Zaleznik

, (doubt), (attitude reversal),
(hidden aggression), (denial of responsibility) .
(3) (masochistic subordinates)
.
.
,
. .
.
(4) (withdrawn subordinates)

.
(2)

- 37 -

 .
.

. .
.
. , ,
.
. .
.
.
Zaleznik , -
(resoponses to the inner tension)
.
.
, , Zaleznik
Pigors(1934)
.
. Hersey & Blanchard

(trait theory), (behavioral theory), (situational
theory) .
, (leader
based theory), (follower based theory),
(relationship based theory) .
- 38 -

 .

.

.
.

.
Vroom & Jago(2007) , (situation)
3 . (1)

. (2) . (3)
(consequences) .
(dispositional) (situational)

. Vroom & Jago(2007)
(a process of
motivating others to work together collaboratively) .

. ,

.

(if-then relationship),

- 39 -

 .
Kerr & Jermier(1978, 1997)
. (Substitutes for
Leadership) , (substitutes) (neutralizer)
2 .
,

.

. Kerr & Jermier

. Kerr & Jermier
, , .
. ,
, ,
,
,

.
,
.

.

. ,
- 40 -

 (Yukl, 1996). ?
.
Hersey Blanchard
,
(Hersey &
Blanchard, 1977). Hersey Blanchard Reddin 3
Ohio (initiating structure)
(consideration) .
(task behavior) (relationship behavior) 2
4 , 4
.
2-3.

Hersey & Blanchard & Johnson(1996)

- 41 -

 4
,
.
1) (telling)
. 2)
(coaching) . 3)
(participating) . 4)
(delegating)
.
(telling style)
. , , , ,
.
. ,
,
.
, ,
.
(coaching style)
.
,
.

. ,
,
.
- 42 -

 (participating style)
. ,
.
,
, ,
.
(delegating style)
.
,
. , ,
.

, (maturity)(Hersey & Blanchard, 1977)
, (development stage)(Hersey & Blanchard, 1985),
(readiness)(Hersey & Blanchard, 1988) .

.
.
, (1)
(2)
.
, ,

. .
.
- 43 -


,
(Hersey & Blanchard & Johnson, 1996).
.
.

. , .
,
.
,
.
(ability) (willingness) 2 ,
4 .
R1, R2, R3, R4 .
.
, R1 .
.
R2 .
.
, ,
.
R3 .

.
R4 .
- 44 -

 ,
.
,
.
,
,
,

(Hersey & Blanchard & Johnson, 1996). .
(R1).
.
(telling). ,
,
.
, , , ,
. .
, ,
, ,
, .
R2 . ,
.
. ,
, .

.
- 45 -

 ,
. (coaching) .

. , , ,
.

.
. ,
,
. ,
.
R3 .

.
.

. ,
.
(participating) .
,
,
. ,
. , ,
.
(R4).
- 46 -

 .
,
. ,
.

. (delegating) .
,
.
Hersey & Blanchard
.

.
.
Reddin(1967) 3
(3-dimensional management style theory) .
(, , )
.
Hersey & Blanchard(1969)
(life-cycle theory of leadership) ,
.
(, )
.
, Korman(1966)
Korman(1966)
, Hersey & Blanchard
- 47 -

 linear() curvilinear()
.
Hersey & Blanchard(1982)
. Hersey & Blanchard
(situational leadership theory) .
.
.
Hersey & Blanchard(1982),
. ,
. curvilinear()
. ,
. ,
(single-continuum), 1982
(multiple-continuum) . ,
1 2
4 .
Aldag & Brief(1981) .
R2 R3 . ,
R2 , R3

.
Graeff(1997) (R2, R3)
. ,
,
. ,
- 48 -

.
Blanchard & Zigarmi & Zigarmi(1985)

2 (Situational Leadership Theory II : SLT
II) . .
(maturity level) (development level)
, (competence)
(commitment) .
Graeff(1997) , SLT 2 ,
(cosmetic changes) (substantive
changes). ,
,
.
.
telling, selling, participating, delegating 4
, SLT directing, coaching, supporting,
delegating .
.
, .
, (development level)
.
(competence) (commitment) ,
,
.
,
- 49 -

 .
, , ,
,
(Randolph & Blackburn, 1989). ,
,
.
(Graeff, 1997).
, .
,
(Randolph & Blackburn, 1989). ,
(Chonko,
1986; Ingram & Lee & Skinner, 1989). ,
(Hunt & Chonko & Wood, 1985), ,
.
(Porter & Steers
& Mowday, 1974) . ,
,
.

.
(Graeff, 1997).

. .
(readiness) . (readiness)
(job readiness, ,
Hersey & Blanchard(1988)

- 50 -

 ) (psychological readiness,
, ) . (ability)
(willingness) .(Hersey & Blanchard & Johnson, 1996).
.
, Hersey & Blanchard(1988)
. ,

.

.(Hersey & Blanchard & Johnson, 1996)
, R1 R2, R3
R4 ,
. .
, R1
. (telling)
.
R2
.
(clarifying
selling coaching) . ,
.
R3 ,
.
(involving participating)
. ,
- 51 -

.
R4 ,
(self-management)
(empowering) . ,
.
1996 ,

(Hersey & Blanchard & Johnson, 1996).

. .
2-4.

1977

Reddin(1967)

1982

telling, selling, participating, delegating

1985

directing,

coaching,

delegating

- 52 -

supporting,

1988

1996

Graeff(1997)

Hersey & Blanchard

(maturity) (readiness)

.
. Kelley
Kelley(1992)
,
.
Kelley(1992) 2,500 10,000


.

.
Kelley(1992) .
.
.

- 53 -

 . ,
.
.
.
.

. Kelley
,

.
.

. Kelley
.
Kelley(1992) (independent and critical thinking)
(active engagement) .

(exemplary follower),
(alienated follower),
(conformist),
(passive follower),

(pragmatic survivor) .

- 54 -

 2-5. Kelley (1992)

Kelley(1992)

.
(1) (Alienated)

.

. 1525%

.
.
.
3 2,
.
. Kelley
3 2 .
3 1 .
- 55 -

 ,
.
.
(2) (Conformist)

, . 2030%
. . ,
.

.
.
.
, Fromm
.

.
.

.
.
,
.
.

- 56 -

,
.
.
.
.

. ,
, ,
.
(3) (Pragmatist)
2535%
, .
.
.

.
.
.
, .

,
.

.
- 57 -



.
.
(4) (Passive)
510% .

, .
.
.
, Kelley
.
.
.
.
.
.

.

.

. (Following)
.
- 58 -

 .
(5) (Exemplar)

. 510%
.
.

.

.
.

.
.

.

.
.
. ,
. ,
.

,
- 59 -

 . ,
. (commons) .
,
.
, ,
. , .
.

.
.
. , .
.
.
.
.

.
.
Kelley 2
,
. Kelley
,
.

. Kelley
(critical path)

- 60 -

 .
. Chaleff
Chaleff(1995) Kelley(1992) ,
. Chaleff(1995)
,
. ,
.
,
.
(courage) .
, , 1)
, 2) , 3) , 4) , 5)
. Chaleff(1995) , (effective leader)
(effective follower) .
(Courage to Assume Responsibility),
.
(paternalistic) .
,
.
(values-based action) .
(Courage to Serve),
.
.
(Courage to Challenge),
- 61 -

 (sense)
.
(appropriate) ,
,
, .
,
.
, ,
.
,
.
5 ,
. ,
. .
.
.
, , , ,
.
Chaleff(1995) , ,
. (support)
, (challenge)
. 1)
(partners), 2)
(implementers), 3)
(individualists), 4) (resources)
- 62 -

 .
(1) (Partners)
(goal-oriented),
.
.

.
(2) (Implementers)
,
.
, , .
,
.
(3) (Individualists)
, , .
,
.
.
(4) (Resources)
, (available),
(not committed).
,
(minimum) .
- 63 -

. Kellerman
Kellerman(2008) Kelley(1992) Chaleff(1995)
. Kellerman(2008) , .
(Followers are us).
. .
. (the human condition)
.
.

.
, Kellerman(2008) ,
,
.
Cleveland(1997) ,
, (power) . ,
, (trickle-down).
Cleveland (things) (information)
.
, .
. , Cleveland(1997) (Information
Revolution) . 1)
, .
2) ,
(diversity) . 3)
- 64 -

 . 4)
(policy answers) .
,
.
James Surowiecki (Wisdom of Crowds) ,
(many) (few) .
Surowiecki (2004) , , , ,

.
, 1) (diversity), 2) (independence), 3)
(decentralization), 4) (aggregation) 4 .

, , ,
.
2002 .
(Gaza)
(West Bank) (targeted killing) .
1
, .
.
Dan Halutz
.
.

. (immoral)
- 65 -

 (illegal) . 27
(moral statement) . ,
,
.
, .
Kellerman(2008) , (This is the time of the
follower). .
Kellerman(2007, 2008)
, (level of engagement)
. , (isolates),
(bystanders), (participants), (activists),
(diehards) 5 .
(1) (Isolates)
.
, , .
. (alienation)
.
.
,
.
(2) (Bystanders)
Kellerman(2008) , 4
.
, .
- 66 -

 , (group dynamic)
. (withdrawal) (declaration
of neutrality), (status quo)
.
(3) (Participants)
. , ,
.
.
(4) (Activists)
.
, , .

.
(5) (Diehards)
(diehards) , ,
, .
(cause) ,

.
. .
(6) (good follower)
Kellerman .
. Kellerman(2008)
- 67 -

 ,
, , , ,
.
, . .
Kellerman(2008) (bad) (support) ,
(oppose) .
. (ineffective)
(unethical) ,
(effective and ethical) . ,
, .
3.

Kelley(1992) .
,
.
( Meyer
(2007) ) Kelley(1992)
. Kelley(1992)
.
Kelley , 2
. 2
2
.
- 68 -

 , Kelley(1992)

, .
.
2-6. ( )

11. Do you independently think up and

11.

champion new ideas that will contribute

significantly

to

the

leader's

or

the

organization's goals?
12. Do

you

try

to

solve

the

tough

12. ,

problems(technical or organization al),

rather than look to the leader to do it for

you?
13. Do you help out other co-workers, making

13.

them look good, even when you don't get

any credit?

14. Do you help the leader or group see both

14.

the upside potential and downside risks of

ideas

or

plans,

playing

the

devil's

advocate if need be?

15. Do you understand the leader's needs,

15. , ,

goals, and constraints, and work hard to

help meet them?

16. Do you actively and honestly own up to

16.

- 69 -

your strengths and weakness rather than

put off evaluation?

17. Do you make a habit of internally

17.

questioning the wisdom of the leader's

decision rather than just doing what you

are told?
18. When

the

leader

asks

you

to

do

18.

something that runs contrary to your

professional or personal preferences, do

you say "no" rather than "yes"?

19. Do you act on your own ethical standards
rather

than

the

leader's

or

19.

the

organization's standard?
20. Do your assert your views on important

20.

issues, even though it might mean conflict

with your group or reprisals from the

leader?
Kelley 1992

.
2-7. ( )

1. Does your work help you fulfill some societal

1.

goal or personal dream that is important to

you?

- 70 -

2. Are your personal work goals aligned with the

organization's priority goals?

2.
.

3. Are you highly committed to and energized by

3.

your work and organization, giving them your

best ideas and performance?

4. Does your enthusiasm also spread to and

energize your co-workers?

4.
.

5. Instead of waiting for or merely accepting what

5.

the leader tell you, do you personally identify

which organizational activities are most critical

for achieving the organization's priority goals?

6. Do

you

actively

develop

distinctive

6.

competence in those critical activities so that

you can become more valuable to the leader

and the organization?

7. When starting a new job or assignment, do

7.

you promptly build a record of successes in

tasks that are important to the leader?

8. Can the leader give you a difficult assignment

8.

without the benefit of much supervision,

knowing that you will meet your deadline with

highest-quality work and that you will fill in the

cracks if need be?

9. Do you take the initiative to seek out and

9.

successfully complete assignments that go

above and beyond your job?

10. When you are not the leader of a group

- 71 -

10.

project, do you still contribute at a high level,

often doing more than your share?

Kelley 1992

5 , (2001)
,
Colangelo(2000), (2003) . Kelley

.
Colangelo(2000) 567
, ,
. Colangelo(2000) Kelley(1992)
Kelley(1992)
, (active engagement),
(critical thinking), (passion), (team mindedness) 4
.
, (2000) 1,000

, (1999)
, (empowerment)
.
,
Kelley(1992)
.
Kelley
Kelley(1992)

- 72 -

3
1.

(organizational commitment) , ,
, , ,
.
2-8.

Becker(1960)

, ,

Sheldon(1971)

(identity)

Kanter(1968)

(social actor)

Hrebiniak &
Alutto(1972)

Salancik(1977)

Hall, Schneider &

Nygren(1970)

Grusky(1966)

Brown(1969)

,
, , ,

- 73 -

Wiener(1982)

Mowday, Porter & (the relative strength of an individual's
Steers(1979)
identification with and involvement in a particular
organization)
O'Reily &
Chatman(1986)

(the psychological attachment felt by the person for the
organization)

Meyer &
Allen(1990)

(a psychological state that binds the individuals to the
organization)

Mathieu & Zajac

(1990)

(a bond or linking of
the individual to the organization)

Meyer &
(a force that binds an individual to a
Herscovitch(2001)
course of action of relevance to one or more targets
(2001) Meyer & Herscovitch(2001)

,
.


.
, Robbins(2001) ,
(identification)
(membership) (the degree to which an employee
identifies with a particular organization and its goals and wishes to maintain

membership in the organization)

- 74 -

 .
, ,
, ,


(Mowday, 1998).


.
, (turnover)(Mowday, Steers &
Porter, 1982), (pro-social behavior)(OReilly & Chatman, 1986),
(turnover intention)(Poznanski & Bline, 1997), (absenteeism)(Angle
& Perry, 1986), (altruism) (Wasti,
2005) .
Benkhoff(1997)


.
Wright, Gardner & Moynihan(2003) (HR practices)
, ,
.
Rashid, Sambasivan & Johari(2003) (corporate-culture
type) ROA, ROI, (current ration)
.
Gmr & Schwerdt(2005)
- 75 -


(predictor) .


.
2.

Mowday, Steers & Porter(1979) (OCQ: Organizational
Commitment Questions), O'Reilly & Chatman(1986) 3 , Meyer &
Allen(1990) 3 .
Mowday, Steers & Porter(1979)
(identification) (involvement)
. , 3
, 1) - (organizational
identification), 2) (involvement), 3)
(loyalty) .
Mowday, Steers &
Porter(1979) .
, , 3
.
O'Reilly & Chatman(1986) 1)
(compliance or exchange), 2) (identification or
affiliation), 3) (internalization or value congruence)
- 76 -

 .


,
, ,
.
Mowday, Steers & Porter(1979) (OCQ) O'Reilly &
Chatman(1986) , (organi
zational identification) .
O'Reilly & Chatman(1986)
(organizational identification)
(Mathieu & Zajac, 1990).
.

(Mathieu & Zajac, 1990).
Meyer & Allen(1990)
3 ,
.
(affective commitment)
(Identification) (Involvement),
. (want to)
. (OCQ)
, (OCQ)
(Pierce, Rubenfeld, & Morgan, 1991;
Allen & Meyer, 1991). Meyer & Allen(1991) (OCQ)
3

- 77 -

 0.83 .
(continuance commitment)
side-bet theory
. (need to)
.


.
(obligation)
(normative commitment). (ought to)
.
Wiener(1982) ,

(totality) .
Wiener & Vardi(1980) 1)
, 2)
, 3)
(should)
.
Mowday, Steers &
Porter(1979) Meyer & Allen(1990),
.


.
- 78 -

(2001)

,

(constructs)
, , 3 ,
- (discriminant-convergent validity) .
Meyer & Allen(1990) .
3.

,
.
Etzioni(1961)
(moral) ,
(calculative) , (alienative)
.
Kanter(1968)
(continuance) ,
(cohesion) ,
(control) . Etzioni(1961)
, Kanter(1968)
.
Staw(1977) Salanick(1977)
- 79 -

 .
.
,
(self-reinforcing cycle) .
Salancik(1977) (to act is to
commit oneself)
. (explicitness), (revocability),
(volition), (publicity) 4
.
Meyer & Allen(1990) Becker(1961)
, Mowday & Porter & Steers(1974)
, , ,
.
, .
2-9.

Etzioni(1961)

Kanter(1968)

- 80 -

(
)

Staw(1977),
Salancik(1977)

(
)

Meyer & Allen(1990)

(2001)

Meyer & Allen(1990) ,

, .
Meyer & Allen & Lee & Rhee(2001), Meyer & Allen & Smith(1993)
, , 6

, Meyer & Allen
,
.
- 81 -

 , Meyer & Allen(1990)

, .
.
2-10.

1. I would be very happy to spend the rest of

1.

my career with this organization.

2. I enjoy discussing my organization with

2.

people outside it.

3. I really feel as if this organization's

3.

problems are my own.

4. I think that I could easily become as

4.

attached to another organization as I am to

this one.(R)

5. I do not feel like 'part of the family' at my

5.

organization. (R)

6. I do not feel 'emotionally attached' to this

6. .

organization. (R)
7. This organization has a great deal of

7.

personal meaning for me.

8. I do not feel a strong sense of belonging to

8.

my organization.(R)

Meyer & Allen(1990)

- 82 -

 .
2-11.

1. I am not afraid of what might happen if I

1.

quit my job without having another one

lined up.(R)

2. ,

2. It would be very hard for me to leave my

organization right now, even if I wanted to.

3. Too much in my life would be disrupted if
I

decided

wanted

to

leave

.
3. ,

my

organization now.

4. It wouldn't be too costly for me to leave

4.

my organization now.(R)

5. Right now, staying with my organization is

5. ,

a matter of necessity as much as desire.

6. I feel that I have too few options to

.
6.

consider leaving this organization.

,
.

7. One of the few serious consequences of

leaving this organization would be the

7.

scarcity of available alternative.

8. One of the major reasons I continue to

work for this organization is that leaving

8.

- 83 -

would

require

considerable

personal

sacrifice - another organization may not

. -

match the overall benefits I have here.

Meyer & Allen(1990)

.
2-12.

1. I think that people these days move from

company to company too often.

1.
.

2. I do not believe that a person must always

be loyal to his or her organization.(R)

2.
.

3. Jumping from organization to organization

3.

does not seem at all unethical to me.(R)

4. One of the major reasons I continue to

work for this organization is that I believe

4.

that loyalty is important and therefore feel

a sense of moral obligation to remain.

5. If l got another offer for a better job

elsewhere I would not feel it was right to
leave my organization.

5.
,

6. I was taught to believe in the value of

remaining loyal to one organization.

.
6.

- 84 -

7. Things were better in the days when

people stayed with one organization for
most of their career.

.
7.
.

8. I do not think that wanting to be a

'company man' or 'company woman' is
sensible anymore.(R)

8.
.

Meyer & Allen(1990)

, Meyer & Herscovitch(2001)

, (entity)
(behavior) , (context)
.

.
.
2-13. (membership focus)

Affective commitment

Remaining a member of this organization

is important to me.

I would be very happy to spend the

rest of my career with this organization.

- 85 -

Continuance commitment

It would be costly for me to leave this

organization now.

Right now, staying with this organization

is a matter of necessity.

Normative commitment

I would feel guilty if I left this organization

now.

I do not feel any moral obligation to

remain with my current organization (R).

Meyer & Herscovitch (2001)

.
2-14. (performance focus)

Affective commitment
Working

toward

this

organization's

success is important to me.

I am willing to do whatever is asked

of me by this organization.

Continuance commitment

I feel as if I have little choice but to

- 86 -

do what is asked of me by this

organization.
I cannot risk putting in less than the

required effort for this organization.

Normative commitment

I owe it to this organization to do

what

is

needed

to

achieve

its

objectives.

I feel an obligation to put in a good

day's work for this organization.

Meyer & Herscovitch(2001)

,
(high sacrifice) (low
alternative)
, 7, 8
,
, 8 6


( 1999).
,
(Dunham
& Grube & Castaneda, 1994). Dunham & Grube & Castaneda(1994)
Meyer & Allen(1990)

- 87 -

 , ,


,
0.43 - 0.51 .

,
Meyer & Allen(1990) .

- 88 -

3
1
Trevino Bandura
. ,
() ()

. ,
.
.
3-1. , ,

- 89 -

 ,
, ,

( ) ( )
() .

2
, , ,
. (1)
, (2) , (3)
.
1.

(role
modelling) (observative learning)
(social learning process) .

.
(ELS)
.( 1),

.( 3), .( 4),
.( 7) ,
- 90 -


.
.
1. (+)

2. (+)

,


.
.
2.

Kelley(1992) Kelley(1992)
,
.

,
- 91 -

 .


.
, (2007) Kelley(1992) 2
.

, , (+)
, .
, ,
, side bet theory
.

.
(2007)
. .
(1)

3. (+)

4. (+)

- 92 -

 5. (+)

.
(2)

6. (+) .
7. (+) .
8. (+) .
3.

,
, (Lowe & Kroeck, &
Sivasubramaniam, 1996). (shared values)
(Burns, 1978),
. Bass(1985)
.
, Brown & Trevino(2006) ,
, ,

. Brown et al.(2005)
.
, Mayer & Kuenzi & Greenbaum & Bardes & Salvador(2009)
- 93 -

 (deviance) (-), (organizational

citizenship behavior) (+)
(trickle down effect)
.

(+) .
Meyer & Allen(1991) 3
, , ,
(+)
. .
9. (+)

10. (+)

11. (+)

3
1.

, Brown, Harrison & Trevino

- 94 -

 (ELS: Ethical Leadership Scale) 10

.
(BI) 8
. 1 7 Likert
7 . ELS , Brown, Harrison & Trevino (2005)
Cronbach's 0.90, Mayer et al.(2009) Cronbach's 0.95.
Cronbach's 0.7 ELS
.
(2005)

2.

, Kelley(1992)
2 , 10, 20
.
.
1 7 Likert 7 .
, (1998)
Cronbach's 0.73, Cronbach's 0.93, ,
(2000) Cronbach's 0.78,
Cronbach's 0.88.
. Cronbach's 0.7
.
3.

, Meyer & Allen(1990) 3

- 95 -

 , , ,
.
, ,
.
1 7 Likert 7 .
, Meyer & Allen(1990) , ,
Cronbach's 0.87, 0.75, 0.79. Cronbach's
0.7
.

4
1.

2008 11 22
2 . 11
30 23, 40 38, 10 10, 90 75, 20 16,
40 34, 20 12, 10 10, 20 20, 20 16, 1
1 . 301 255 (
85%).
2.

, SPSS 12.0 ,

- 96 -

.
2
LISREL ,
SPSS
SPSS
.

- 97 -

4
1
1.

SPSS 12.0
, .
,
(frequency analysis) (crosstabulation analysis) .
, , ,
(correlation analysis)
.
, Cronbach's
(reliability analysis) .
2.

.
.
(Internal Consistency Reliability)
(Cronbach's alpha) .
0.7
,
.

- 98 -

 4-1.

3.

10

.933

.923

10

.890

.880

10

.813

.713

.718

.843

.782

.782

.718

.749

(factor analysis) .
,

(principle component analysis)
, , Kaiser
(varimax rotation) .
(exploratory factor analysis)
.
- 99 -



.

. , 6 (BI)

.
4-2.

I_1

0.647

I_2

0.617

I_3

0.647

I_4

0.684

I_5

0.715

I_6

0.635

I_7

0.727

I_8

0.722

I_9

0.717

I_10

0.724

(Eigen)

5.639

(%)

62.657

(%)

62.657

.
- 100 -

 2 .
2
, . ,
5 2
, 5
2
.
Kelley

4-3.

II_1
II_2
II_3
II_4
II_5

II_6
II_7
II_8
II_9
II_10
III_1
III_2
III_3
III_4

III_5
III_6

III_7
III_8
III_9
III_10
(Eigen)
(%)
(%)
- 101 -

.618
.707
.760
.746
.570
.692
.711
.670
.686
.563
.619
.379
.496
.444
.665
.439
.278
-.060
-.033
.124
6.263
31.314
31.314

-.083
-.093
.146
.144
.417
.324
.256
.156
.218
.286
.341
.537
.420
.560
.108
.322
.521
.676
.735
.746
3.397
16.986
48.301

 .
Meyer & Allen(1991)
. , IV-2, IV-3
.
4-4.

IV_1
IV_2
IV_3

IV_4
IV_5
(AC)
IV_6
IV_7
IV_8
IV_9
IV_10
IV_11

IV_12
IV_13
(CC)
Iv_14
IV_15
IV_16
IV_17
IV_18
IV_19

IV_20
IV_21
(NC)
IV_22
IV_23
IV_24
(Eigen)
(%)
(%)

1
.167
.108
.224
.017
-.016
.013
.297
.055
.405
.600
.739
.523
.572
.704
.704
.634
.355
-.202
-.082
.109
.255
.218
.139
-.138
3.580
14.919
14.919

- 102 -

2
.422
.155
.382
-.058
.808
.849
.441
.744
.414
.088
.137
.475
.254
-.177
-.211
-.174
.047
.473
.180
-.001
-.065
-.068
-.049
.448
3.537
14.738
29.657

3
.584
.517
.537
-.424
.000
.006
.304
.127
-.306
.068
.179
-.102
.089
.099
.042
.219
.230
.448
.393
.684
.627
.685
.567
.179
3.486
14.525
44.181


(, 2001) .

.

. , 3, 6,
4 .

2
,

. ,
,
(, 2005).
Pearson
.

- 103 -

 4-5.

Pearson

()
N

255

Pearson

.795(**)

()

.000

255

255

Pearson

.502(**)

.441(**)

()

.000

.000

255

255

255

Pearson

.036

.005

.387(**)

()

.563

.931

.000

255

255

255

255

Pearson

.307(**)

.361(**)

.287(**)

-.084

()

.000

.000

.000

.182

255

255

255

255

255

Pearson

.217(**)

.236(**)

.081

-.113

.005

()

.000

.000

.195

.071

.936

255

255

255

255

255

255

Pearson

.298(**)

.280(**)

.301(**)

.082

.045

.333(**)

()

.000

.000

.000

.191

.476

.000

255

255

255

255

255

255

** 0.01 () .

- 104 -

3
1.

1 2
, (, , , , , )
,
, ,
(linear regression analysis) .
1 , 4-6 .
1, (, , , , ,
) , ( ,
) . , , , ,

. ,
, , ,
.
2, 1
.
, 1
,
(p.<0.05),
.
1 2 ,

. 1 .
- 105 -


,


.
4-6.

IT

2
R
F
*:p<0.05,

4.340
-.009
.374
.276
.159
-.296
-.116
-.148
.176
-.024
.166
.214
.221
.025
.648
-.099

**:p<0.01,

:
1
2

10.897
.000***
4.351
8.723
-.674
.501
-.009
-.673
2.506
.013*
.375
2.495
1.746
.082
.275
1.737
.863
.389
.158
.844
-1.597
.112
-.297
-1.575
-.532
.596
-.115
-.526
-.536
.592
-.149
-.536
.841
.401
.176
.838
-.102
.919
-.024
-.101
.849
.397
.168
.837
.940
.348
.213
.933
1.216
.225
.222
1.203
.086
.932
.026
.089
1.718
.087
.650
1.703
-.866
.387
-.100
-.864
-.002
.144
2.247**

-.035

.000***
.502
.013*
.084
.400
.117
.600
.593
.403
.920
.404
.352
.230
.929
.090
.389
.972

.144
2.096*

***:p<0.001

2 , 4-7 .
- 106 -

 ( 1)
(, , p<0.05)
.
( 2),
(t=8.071, p<0.01)
. 2 .
4-7.
:
1

IT

2
R
F
*:p<0.05,

4.634
-.002
.188
.062
.028
-.103
.067
-.154
.060
-.120
.247
-.090
.467
.457
.742
.025

**:p<0.01,

t
12.386
-.143
1.343
.415
.160
-.591
.327
-.595
.307
-.536
1.340
-.423
2.738
1.659
2.095
.227

.000***
.886
.181
.679
.873
.555
.744
.553
.759
.592
.182
.673
.007*
.099
.037*
.820

2.668
.000
.109
.123
.228
.110
-.051
.029
.091
-.184
-.014
.014
.275
.257
.408
.095
.386

.131
2.005*

6.560
.042
.887
.952
1.488
.713
-.284
.127
.532
-.945
-.086
.075
1.831
1.065
1.312
1.007

.000***
.967
.376
.342
.138
.477
.777
.899
.595
.346
.931
.940
.069
.288
.191
.315

8.071
.345
6.553***

***:p<0.001

- 107 -

.000***

2.

3~8
. (, , ,
, , ) , (linear
regression analysis) ( 1~9). 4-8 1~3, 4-9
4~6, 4-10 7~9 .
,
( , , )
.
.
,
( 2, 5, 8). ,
,

. 3~5
.
(+)
(2007) ,
(2007)
.
,

.
,
- 108 -

 ( 3), ( 9)
( 6) .
6, 8 , 7 .

(+) ,
(2007) .

, side bet theory

.
, Trevino

,


.


.

- 109 -

 4-8.
1

4.484

.020

1.027

.306

.018

.944

.346

-.191

-.860

.391

-.119

-.530

-.273 -1.164

.246

-.219

-.459 -1.676

-.442 -1.610

IT

5.319

7.170 .000***

3.459 .001**

-.266 -1.231

.220

-.936

.351

-.297 -1.307

.193

.095

-.428 -1.570

.118

-.470 -1.769

.078

.109

-.499 -1.816

.071

-.401 -1.505

.134

-.602 -1.941

-.085

.341
.050

.291
.903

.054

-.568 -1.840

-.240

.810

-.090

.311

1.070

.286

-.120

-.355

.405
.430

.020

.596

1.058
.122

*:p<0.05,

2.636

.274

.264
.849

R2
F

1.096

1.121
.191

.363
.078

7.585 .000***

:
2

.336
.139

1.070
.351

.286
.726

.067

-.626 -2.081

.039*

-.255

.799

-.037

-.108

.914

.343

1.185

.237

.213

.751

.454

.723

-.079

-.234

.815

-.084

-.256

.799

1.503
.989

.134
.324

.447
.435

1.665
1.006

.098
.316

.219
.248

.822
.583

.412
.560

.788

1.408

.161

.913

1.628

.105

.492

.896

.371

-.021

-.123

.903

-.040

-.236

.814

-.031

-.185

.853

-.192

1.845

.067
.399

.122
1.853*

**:p<0.01,

.137
1.971*

***:p<0.001

- 110 -

3.679 .000***
.178
2.692**

 4-9.
4

:
5

4.439

8.843

.000

5.437

8.705

.000

4.041

6.054

.000

-.013

-.774

.440

-.015

-.909

.365

-.012

-.764

.446

.424

2.252

.025

.510

2.707

.007

.408

2.156

.032

-.126

-.635

.526

-.063

-.319

.750

-.132

-.661

.509

.217

.935

.351

.254

1.106

.270

.215

.924

.357

.198

.849

.397

.130

.562

.575

.207

.885

.377

.446

1.622

.106

.419

1.546

.124

.440

1.600

.111

IT

-.003

-.009

.993

-.037

-.109

.914

.010

.029

.977

.323

1.227

.221

.364

1.398

.164

.318

1.206

.229

-.064

-.214

.831

-.070

-.236

.814

-.054

-.179

.858

.130

.528

.598

.169

.692

.490

.109

.441

.660

.044

.155

.877

.094

.330

.741

.052

.182

.856

.272

1.191

.235

.323

1.428

.155

.232

.997

.320

.343

.927

.355

.349

.956

.340

.304

.815

.416

-.202

-.424

.672

-.053

-.111

.912

-.265

-.552

.582

.041

.281

.779

.018

.124

.901

.039

.266

.790

-.230 -2.619

.010
.086

.904

.367

*:p<0.05,

.056

.088

.060

0.795

1.196

0.796

**:p<0.01,

***:p<0.001

- 111 -

 4-10.
7

3.583

6.859

.000***

-.010

-.576

.565

.602

3.074

.036

:
8

3.416

5.168

.000

1.824

2.722

.007**

-.009

-.555

.580

-.009

-.557

.578

.002**

.588

2.948

.004

.531

2.795

.006**

.174

.862

.025

.121

.904

.013

.063

.950

-.013

-.054

.957

-.019

-.079

.937

-.024

-.101

.920

-.068

-.279

.781

-.056

-.230

.818

-.029

-.122

.903

.519

1.813

.071

.523

1.824

.070

.493

1.787

.075

IT

.463

1.282

.201

.469

1.294

.197

.522

1.495

.136

.096

.350

.726

.089

.324

.746

.073

.277

.782

.430

1.378

.170

.431

1.378

.170

.475

1.578

.116

.401

1.559

.121

.394

1.528

.128

.307

1.233

.219

-.672 -2.240

.026

-.663 -2.222

.027*

-.629 -2.183

.030*

.209

.876

.382

.200

.836

.404

.031

.134

.894

-.100

-.261

.794

-.101

-.263

.793

-.274

-.733

.464

.356

.720

.472

.331

.663

.508

.074

.154

.878

.044

.292

.771

.048

.316

.752

.035

.238

.812

.039

.416

.678

*:p<0.05,

.380

3.985 .000***

.117

.118

.183

1.773*

1.666

2.779***

**:p<0.01,

***:p<0.001

- 112 -

3.

9~11
.

,
( 1), (
3). ,
,
. 9, 11 ,
10 .

(+)
,
.
, Trevino
,



.


.
- 113 -

 4-11.

1:

3.051

.021

:
2:

3:

4.235 .000***

3.322

5.406

.000

2.211

3.489 .001**

1.137

.257

-.011

-.712

.477

-.008

-.501

-.249 -1.146

.253

.379

2.046

.042

.547

-.228

-.995

.321

-.091

-.468

.640

.079

.392

.696

-.313 -1.157

.249

.331

1.432

.154

.126

.530

.596

-.288 -1.057

.292

.319

1.373

.171

.081

.336

.737

.617

2.864 .005**

.277

.874

.383

.379

1.402

.163

.437

1.566

.119

IT

.211

.527

.599

.101

.294

.769

.591

1.675

.096

-.580 -1.915

.057

.341

1.319

.189

.118

.441

.659

-.131

-.381

.703

-.100

-.341

.733

.385

1.271

.205

.121

.418

.676

-.018

-.071

.943

.219

.859

.391

-.044

-.132

.895

.104

.368

.713

.265

.996

.320

.164

.720

.472

.075

.319

.750

.284

.665

.507

.229

.628

.531

-.240

-.640

.523

.545

.988

.324

-.391

-.832

.406

.123

.254

.800

.030

.182

.856

.081

.566

.572

.093

.634

.527

.219

3.032

.003

.269

*:p<0.05,

.281

3.319 .001**

-.590 -2.032 .044*

3.614 .000***

.168

.098

.172

2.513**

1.351

2.579**

**:p<0.01,

***:p<0.001

- 114 -

4.

.
Baron & Kenny(1986) 3 .
Baron & Kenny(1986)
. ,
, ,
. ,
,
.
,

(full mediation) , ,
(partial mediation) .

2 . Baron &
Kenny(1986) .

.


.
(t=3.319, p=.001),

- 115 -

 (t=1.751, p=.082).

.
4-12. ( )

.281(3.319**)

.386(8.071***)

.169(1.751)

F
*:p<0.05,

**:p<0.01,

.291(2.340*)
.168

.345

.190

2.513**

6.553***

2.740***

***:p<0.001

) : t

,
10 . (main effect)
.
,
.
.

(t=3.614, p=.000),

(t=1.924, p=0.56).

.
- 116 -

 4-13. ( )

.269(3.614***)

.386(8.071***)

.163(1.924)

F
*:p<0.05,

**:p<0.01,

.275(2.527*)
.172

.345

.198

2.579**

6.553***

2.869***

***:p<0.001 (

) : t

- 117 -

5
1
, ,
. .
, Trevino ,
(role modelling)
(observative learning)
(social learning process) , Kelley ,
2

.

3 Meyer 3
, ,

.
, 1)
, 2) , 3)
,
4)
, .
1) ,
(+)
- 118 -

, (+)
.

,


(+)
.
2) ,
, , (+)
, ,
, (+)
, ,
.

,

, , ,
(+)
.


,
(+)
.
- 119 -

 , ,
(+) ,
, .

(+)
,
.
, Trevino
,


.


.
4) ,
.
,
Baron & Kenny(1986) .
,
.
.

.
3)

- 120 -

2
,
.

,

.
LISREL
,
. LISREL .
?
? ,
.
.
?

.
?
.



, ,

- 121 -


.
.
,
. Trevino

.
Trevino Kelley

.
.


.

.
.
,
,
,
. .

- 122 -

(2006), Robert K. Greenleaf , , .

(2006), Peter G. Northouse , , .
(2008), Warren Bennis , , .
, (2008), Ronald A. Heifetz ,
, .
(2007), : , .
(2006), 5, .
(2006), , .
(2006), James M. Burns , , .
, (2006), Arbinger Institute , ,
.
(2005), 3, .
()
, (2007), , , ,
, , Vol. 34, No. 3,
75-101.

, (2006), ,
, , Vol. 24, No. 4, 239-261.
- 123 -

(2001), -
- , , No. 29, 217-243.
, (2000), (followership) ,
, , Vol. 30, No.5, 1254-1264.
, , (2007), ,

Vol. 36, No. 5, 1233-1257.

, , , (2000),
, , Vol. 24, No. 1, 289-318
(2001), , , 35, 3
, 109-138
(2006), , , Vol.
13, No. 2, 19-32

(2001), , , 31, 67-86

, (2008),
, , Vol. 30, No. 2, 29-54.
, (2001), :
, , 24, 2,
97-115.

, (2005), (followership)
, , Vol. 16,
No.1, 55-82.

(2006),
, 29 2 48, 1-22.
(2005),
, , Vol. 7, No. 1, 1-31.
- 124 -

(2004), , , Vol.
27, No. 2, 123-147.

(2005),
, Vol. 34, No. 3, 939-969.
, , (2008),
, ,

, Vol. 9, No. 1, 103-129.

, , (2007),
(LMX) , , ,
Vol. 8, No.1 57-78.

, (2002), ,

, Vol. 5, 49-64.

(2002), , ,
Vol. 18, No. 2, 261-290.

, , (2006),
- 1 ,
,

(2007)

(2007),

, Vol. 15, No. 4, 1-12.

(1999), Followership -
(Empowerment) , , Vol. 2,
No. 1, 202-221.

, (2004),
, , Vol. 26, No. 2, 171-199.
- 125 -


()
(2007), , ,
, .
(2008), :
, .
(1998), ,
, .
(2007), Leader-Member Exchange(LMX)
, .
(2008),
, .
(2008),
, .
(2008), :
, .
(2005), - , .
(2007), (followership)
, .
()
(2008), , , , :
, .
(2004),
- 126 -

 , .
(2008),
, .
(1995), -
, (), .
(2001), ,
.
(2001),
, .
(2001), -
: , .
(2002), (Followership)
:
, .
(2008),
, .
(2007), LMX
: , .
(2006),
: 1 , .
(2002),
, .
(2008), :
, .
(2007),
- 127 -

 : ,
.
(2006), , .
(2006), (The Falling Dominoes Effects)
, .
(2002), , .
(2008), , , ,
.
(2002), ,
, .
(1990), , .
(2003), :
, .
(2005),
: , .
(2007), ,
.
(2002), ,
: - ,
.
(2004), :
, .
(2003), (Followership)
, .
(2003),
- 128 -

 : , .
(2007),
, .
(2006),
, .
(1998), ,
.
(2001), :
, .
(1997),
: , .
(2008), :
, .
(1999),
, .
(2000), ,
.
(2007), :
, .
(2002),
, .
(2002),
, .
(2006), -
: , .
- 129 -

(2004),
, .
(2004),
: , .
(2008), , ,
.
(1996),
, .
(2003),
, .
(2008), Mentor mentee
: , .
(2001),
, .
(2008), :
, .

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