단위학교 전문적 학습공동체의 유형과 운영효과 분석 = An Analysis of School-Based Professional Learning Community Types and Their Operational Effects

다국어 초록 (Multilingual Abstract)

The purpose of this study is to classify types of school-based Professional Learning Communities (PLCs) based on the levels of their operational foundation and implementation process, and to analyze the influencing factors for each type as well as the differences in operational effects across these types.
The study utilized data from the second year of the "Seoul Education Longitudinal Study 2020," analyzing 310 elementary, middle, and high schools in Seoul. For the research methods, Latent Profile Analysis (LPA), Multinomial Logistic Regression, and Multivariate Analysis of Variance (MANOVA) were conducted using SPSS 29.0 and JAMOVI 2.7.6 software.
The major results of the study are as follows. First, school-based PLCs were classified into three types according to their operational foundation and implementation process levels: the "Activated Community Type," the "Stable Community Type," and the "Low-Activity Community Type."
Second, teachers' personal and psycho-social characteristics, such as instructional efficacy, morale and enthusiasm, and work conflict, had a significant influence on the PLC types.
Third, among the structural and cultural characteristics of schools, school level, role conflict (teacher climate), student atmosphere (student climate), and open communication (principal leadership) were found to affect the PLC types.
Fourth, significant differences were found in operational effects—specifically teacher professionalism and instructional quality—among the PLC types, with the "Activated Community Type" demonstrating the highest levels.
These results are significant in that they derived types of school-based PLCs based on operational foundation and implementation levels and attempted various analyses based on these classifications. The findings suggest the need for a multifaceted approach, including institutional support for activating school-based PLCs, the establishment of customized support systems for each school, the fostering of teacher leaders, and the construction of regional cooperative networks.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 7
• Ⅱ. 이론적 배경 9
• 1. 전문적 학습공동체(PLC)의 이해 9
• 2. 전문적 학습공동체의 유형과 운영효과 32
• 3. 전문적 학습공동체의 영향 요인 44
• Ⅲ. 연구 방법 52
• 1. 분석 자료 52
• 2. 연구 절차와 모형 60
• 3. 분석 변수 62
• 4. 연구 방법 74
• Ⅳ. 연구 결과 79
• 1. 기초통계 결과 79
• 2. 전문적 학습공동체에 대한 잠재프로파일분석 결과 87
• 3. 전문적 학습공동체 유형별 영향요인 분석 결과 96
• 4. 전문적 학습공동체 유형 간 운영효과 차이 분석 결과 107
• Ⅴ. 논의 및 결론 112
• 1. 요약 112
• 2. 논의 115
• 3. 연구의 제한점 및 제언 119
• 4. 결론 121
• 참고문헌 128