초등교사의 업무 시간 배분 유형에 따른 교사 효능감, 사기, 직무 만족도 비교 = Comparing Teacher Self-Efficacy, Morale, and Job Satisfaction Across Work Time Allocation Profiles of Elementary School Teachers

다국어 초록 (Multilingual Abstract)

This study empirically examined how elementary school teachers’ work time is allocated across key task domains and how distinct time-allocation patterns are associated with teacher self-efficacy, morale, and job satisfaction. Using survey data from 4,048 elementary teachers in Gyeonggi Province, South Korea, we conducted latent profile analysis based on teachers’ self-reported percentages of time devoted to seven task categories: regular instruction and related activities, after-school and remedial instruction, student counseling and guidance, professional learning community and training, grade-level collaboration and coordination, administrative and school operation tasks, and other tasks. Although model-fit indices favored a five-profile solution, a consistently emerging very small class (approximately 0.7%) reported an unusually high proportion of “other” tasks and was deemed implausible; these cases were excluded, yielding four interpretable profiles: instruction-focused (44.2%), guidance-focused (33.5%), administration-focused (12.6%), and grade-collaboration-focused (9.0%). One-way ANOVA indicated no significant differences across profiles in instructional self-efficacy, and differences in guidance self-efficacy were statistically significant but negligible in magnitude. In contrast, teacher morale and job satisfaction (both satisfaction with the teaching profession and satisfaction with the school) differed significantly across profiles: the instruction-focused group reported the highest levels, whereas the administration-focused group reported the lowest levels consistently. These findings suggest that diagnosing teachers’ work challenges requires attention not only to workload volume but also to the structural composition of time allocation. Policy implications include profile-tailored strategies that combine redesigning administrative task ownership and procedures, strengthening counseling and student-support systems, institutionally protecting instructional time, and refining the organization and functioning of collaborative work.