교사효능감 연구의 시사점 및 연구방법의 발전방향 모색

방선욱 청주대학교 학술연구소 2014 淸大學術論集 Vol.22 No.-

The purpose of this study is to briefly review the theoretical foundation and current issues in teacher efficacy and critically evaluate historical attempts to measure teacher efficacy, to discuss important substantive implications stemming from efficacy researches that may advance the field, to present recent measurement advances, to highlight several advances in instrumentation that have show promise in furthering the study of teacher efficacy. Founded in social cognitive theory and locus of control theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student achievement. However, teacher efficacy has developed a storied history regarding construct validity and measurement integrity. Among other issues, the advancement of teacher efficacy into the next stage of its developmental life would be fostered by empirical evaluation of the sources of efficacy building information, collective teacher efficacy, and methods for impacting efficacy change in teachers.

Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities

Winston Kwame Abroampa,Williams Okunloye Rotimi,Joyce Nsiah Asante 환태평양유아교육연구학회 2017 Asia-Pacific journal of research in early childhoo Vol.11 No.2

The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high self- efficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.

대학생의 스피치 효능감과 토론 효능감에 미치는 요인 연구: 미디어 이용, 이견 노출, 비주장적 태도, 그리고 커뮤니케이션 능력의 영향 탐색

최두훈,이상철 부산울산경남언론학회 2020 지역과 커뮤니케이션 Vol.24 No.2

The current study examined the impact of media use, cross-cutting exposure, non-argumentative attitude, and communication competence on speech efficacy and debate efficacy. We collected survey data with 400 college students. The study used multiple regression analysis to test the study's hypotheses. Frist, the study showed that social media are positively associated with debate efficacy. Second, we found that cross-cutting exposure contributed to increasing speech efficacy and debate efficacy. Third, the study found that non-argumentative attitude was negatively related to speech efficacy and debate efficacy. Fourth, we found that communication competence played a large role in increasing speech efficacy and debate efficacy. Based on the results in the study, we discuss the implications for improving speech efficacy and debate efficacy in terms of speech and debate education. 본 연구는 미디어 이용, 이견 노출, 비주장적 태도, 그리고 커뮤니케이션 능력이 스피치 효능감과 토론 효능감에 미치는 영향을 조사하였다. 400명의 대학생을 대상으로 설문조사를 실시하였으며, 연구 가설을 시험하기 위해 회귀분석을 수행하였다. 분석 결과, 첫째, 소셜미디어 뉴스이용을 많이 할수록 토론 효능감이 높았다. 둘째, 이견 노출이 높을수록 스피치와 토론 효능감이증가한 것으로 나타났다. 셋째, 비주장적 태도가 클수록 스피치와 토론 효능감은 낮은 것으로발견되었다. 넷째, 커뮤니케이션 능력이 높을수록 스피치와 토론 효능감은 높은 것으로 나타났다. 연구결과를 바탕으로 스피치 효능감과 토론 효능감을 향상시킬 수 있는 방안을 스피치와토론 교육의 측면에서 논의한다.

자아효능감이 직무스트레스에 미치는 영향에 관한 연구: 집단효능감의 매개변수 역할을 중심으로

조강혜,노형봉 한국기업경영학회 2013 기업경영연구 Vol.20 No.4

The challenges of coping with occupational stress in an optimal way are widely recognized by businesses in the service sector where their success depends on the quality of services provided by human resources in the organizations. According to a number of experts it is the efficacy that exerts a direct effect on performance variables such as level of goals set by individuals, and/or behavioral choice under depression. The notion of efficacy may well be extended and applied to groups of individuals to form collective efficacy, which refers to the belief, shared by the members of a group, that the group retains the capacity to successfully perform various organizational tasks. In this study, we have analyzed the questionnaires of a group of mechanics who are under constant stress originating from both the customers and the organization itself to verify mediating effect of collective efficacy on the relation between self-efficacy and occupational stress. The results include:First, self efficacy has a statistically significant effect on occupational stress. This implies the need to improve self efficacy to reduce the stress felt by the individuals. Accordingly, an organization is required to exert its effort to apply factors which enhance self-efficacy in the aspects of human resources development. Second, collective efficacy shows statistical significance to reduce the occupational stress, which suggests the strategies be implemented to ensure the reduction of occupational stress of members in an organization. Third, collective efficacy is shown to have complete mediating effect on the capacity of self-efficacy concerning the reduction of occupational stress. That is, Self efficacy have a considerable effect on addressing occupational stress, mainly through collective efficacy. It is important to make it point to keep the self-efficacy high through enhancing the collective efficacy to minimize the level of occupational stress. The following will be suggested as of the consequences of this study:First, unlike previous studies, we have presented the mediating effect of collective efficacy, proving the efficiency of existing methods for the improvement of collective efficacy when dealing with occupational stress in an organization. Second, we have demonstrated that collective efficacy has complete mediating effect on the capacity of self-efficacy concerning the reduction of occupational stress It implies that, in an organization level, efforts are needed to improve collective efficacy rather than self-efficacy to handle occupational stress, directing the first priority in deciding effective methods when using limited and scarce resources available. Third, we have reasonably shown that various management systems including mentoring system implemented in the business field and direct supporting system for the service personnel by the leader on site shows significant efficiency, necessitating further strategical approach to the development of optimal management system for each individual site of service. Fourth, Attention needs to be paid to the improvement of social capital closely related to collective efficacy. Social capital, consisting of network, norm, and trust provides strong relation with collectiv efficacy defined as commonly shared beliefs or collective expectation for organizational success. Thus, an organization is required, by means of improving collective efficacy and reinforcing social capital, to increase the level of mutual confidence and maintain organic functionality, developing and sharing the its vision and core values with members. In this study, we have confined the triggering of occupational stress to four factors, the intensity or the extent of which will vary depending on the kind of jobs, work environments, and personal tendencies. In this respect, further studies will cover the defining of and dealing with other potential sources of stress or new variables as their objectives. In addition, we h... 조직 성패의 척도가 인적자원에 의해 좌우되는 서비스 업종의 경우 직무스트레스는 서비스를 제공하는 기업이 해결해야 할 난제이다. 이러한 상황에서 여러 학자들은 효능감이 개개인의 목표 수준과 스트레스 하에서의 행동의 선택 등과 같은 성과변수 등에 직접적인 영향을 미친다고 하였다. 효능감 개념은 집단에도 확장, 적용될 수 있다. 즉 집단효능감은 집단구성원들이 자신이 속한 집단이 성공적 과업수행을 할 수 있는 능력을 보유하고 있다는 믿음을 의미한다. 따라서 본 연구에서는 고객과 조직으로부터 직무스트레스로 많은 어려움을 겪고 있는 자동자 정비 직원들을 대상으로 자아효능감과 직무스트레스와의 관계에서 집단효능감의 매개효과를 분석하였다. 이에 연구결과는 다음과 같다. 첫째, 자아효능감은 직무스트레스에 통계적으로 유의미한 영향을 미치고 있음을 알 수 있었다. 따라서 조직 내 구성원들의 직무스트레스를 줄이기 위해서는 구성원의 자아효능감을 높일 필요가 있다. 자아효능감을 증진시킬 수 있는 인적자원개발 측면의 노력이 요구되며, 자아효능감을 구성하는 요소를 찾아 그에 맞는 개발이 요구된다. 둘째, 집단효능감은 직무스트레스에 통계적으로 유의미한 결과로 나타났다. 따라서 조직 내 구성원들의 직무스트레스를 감소시키기 위해서는 집단효능감을 증진할 수 있는 전략이 필요함을 알 수 있다. 셋째, 집단효능감은 자아효능감과 직무스트레스와의 관계에서 완전매개효과를 지니는 것으로 분석되었다. 즉, 자아효능감이 직무스트레스에 유의미한 영향을 미치지만 이는 집단효능감을 통해 영향을 미치는 것이다. 따라서 실제 조직 내 구성원들의 직무스트레스를 줄이기 위해서는 집단효능감의 증진을 통해 자아효능감을 높이는 것이 중요한 것임을 알 수 있다.

A Study of Pre-Service English Teachers’ Teaching Efficacy

Park, Eun-Soo 이화여자대학교 교과교육연구소 2016 교과교육학연구 Vol.20 No.4

The purpose of this study was to investigate pre-service teachers' teaching efficacy. The subjects were 38 preservice English teachers from a university. Since the present study aims to examine pre-service English teachers’ teaching efficacy, all participants were seniors and completed their practicum at the time of data collection. In this study, Language Teaching Efficacy Belief Instrument developed by Liaw (2004) was adopted as being more appropriate to Korean context. Language teaching efficacy consisted of four areas: instructional strategic efficacy, language teaching efficacy, student engagement efficacy, and personal and environmental influence efficacy. Results of the present study indicated that most pre-service English teachers had moderate self-efficacy beliefs in the dimensions of instructional strategy, language teaching, student engagement, and personal and environmental influence. The participants responded that they felt more confident in instructional strategy than in the other dimensions. It was found that the participants felt least confident in motivating students, teaching high-level speaking and writing classes. In addition, the pre-service English teachers were inclined to use more of structural and linguistic oriented activities than of communicative activities. The findings of the present study will provide useful information to develop coursework to enhance pre-service English teachers' teaching efficacy.

고교 야구선수의 삼분법적 자기효능감이 심리적 욕구, 자기결정동기, 집단효능감에 미치는 영향

배성철(Bae, Seong-cheol),송용관(Song, Yong-gwan) 한국사회체육학회 2022 한국사회체육학회지 Vol.- No.87

Purpose: Grounded in tripartite efficacy theory (TET), the purpose of this study is to investigate the relations among collective efficacy, self-determined motivation, basic psychological needs and tripartite efficacy on high school baseball athlete students. Method: To this end, four-hundred eleven athlete students participated in this study by completing the pack of questionnaire tapping the targeted variables. To test the research hypotheses, SPSS and AMOS statistical programs were used. Results: The results showed that first, self-efficacy (i.e., confidence in their own capabilities) within tripartite efficacy was positively related to psychological need satisfaction, autonomic motivation and collective efficacy of the baseball players. Second, the relation-inferred self-efficacy (i.e., their coach’s confidence in their ability as an athlete) was positively associated with competence and relatedness within basic psychological needs, and autonomic and controlling motivation, whereas it was negatively associated with autonomy and amotivaition. It also was negatively associated with collective efficacy. Conclusion: Overall, the other-efficacy (i.e., their confidence in their coach’s ability) was positively associated with autonomy, relatedness and collective efficacy, whereas it was negatively associated with competence, controlling motivation and amotivation. Further details and future directions remain to be discussed.

교사 역할에 대한 교사효능감 연구의 함의

방선욱 청주대학교 학술연구소 2011 淸大學術論集 Vol.17 No.-

The purpose of the study is to review researches on concept, measurement, variables, and influences related to students' learning and achievement of teacher efficacy. Through the review of prior researches, the study illuminates two results about teacher efficacy. One is that the teacher efficacy is consisted of general teaching efficacy and the personal efficacy. The other is that the concept of teacher efficacy is likely to be the properties of situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. In recent years, the measurement of teacher efficacy tends to include environment factors such as school climates whereas measurement of teacher efficacy in 1970 focused mainly individual aspects such as constructs of both general teaching efficacy and personal teacher efficacy. The effect of teacher efficacy mainly concerns the relationship between teacher efficacy and the students' achievement and the affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher.

일부 지역 중학생의 흡연경험에 따른 자기효능감과 학습태도의 관련성

손은주 ( Eunjoo Son ),장경애 ( Kyeungae Jang ) 한국치위생학회(구 한국치위생교육학회) 2015 한국치위생학회지 Vol.15 No.5

Objectives: The purpose of the study is to investigate the relationship between self-efficacy and learning attitude according to smoking experience in the middle school students. Methods: A self-reported questionnaire was completed by 608 middle school students in Gyeongnam from July 1 to 23, 2013. The questionnaire consisted of general characteristics of the subjects, smoking behavior, self-efficacy, and learning attitude. The questionnaire was adapted and modified from Kang, Park, and Koh. The self-efficacy was divided into general efficacy and social efficacy. The learning attitude was divided into attention concentration, learning method, and self learning. Data were analyzed using SPSS Win 21.0 program. Results: The nonsmoking students tended to have higher general efficacy and social efficacy than the smokers (p<0.01). The nonsmokers had more attention concentration in learning attitude than the smokers (p<0.001). The learning method (p<0.001) and self learning (p<0.001) showed the same results between the two groups. The smoking experience had the negative correlation with general efficacy (r=-0.164) and social efficacy(r=-0.154). The general efficacy is positively related to social efficacy (r=0.568). The smoking experience had the negative correlation to attention concentration (r=-0.235), learning method (r=-0.211) and self learning (r=-0.148). The attention concentration was positive relation with learning method (r=0.690) and self learning(r=0.662. The learning method had positive relation to self learning (r=0.764). Conclusions: The smoking students tended to have lower self-efficacy and learning attitude, so it is necessary to implement the smoking prevention program in the middle school students.

예비유아교사의 학업적 자기효능감, 사회적 지지, 학업적 정서조절이 놀이지원 효능감에 미치는 영향력 분석

김채연,지성화 국제차세대융합기술학회 2024 차세대융합기술학회논문지 Vol.8 No.1

The purpose of this study is to analyze the influence of pre-service early childhood teacher's academic self-efficacy, social support, and academic emotion regulation on play supporting efficacy. The subject of this study were a total of 310 pre-service early childhood teachers. ‘Academic self-efficacy test’, ‘Social support test’, ‘Academic emotion regulation test’, and ‘Play supporting efficacy test’ were used to collect research data. The collected research data were analyzed through Pearson correlation and step-wise regression analysis. As a result, it was found that there is a positive correlation among the ‘Academic self-efficacy’, ‘Social support’, ‘Academic emotional regulation’, and ‘Play supporting efficacy’. Furthermore, ‘Academic emotional regulation’ was found to be the highest positive predictor of ‘Play supporting efficacy’. In addition, according to the analysis by sub-factor, ‘self-regulation efficacy’, a sub-factor of ‘Academic self-efficacy’, was found to be a static predictor of ‘Play supporting efficacy’, followed by ‘support from friends,’ ‘support from parent/family’, and ‘support from teacher’. The results of this study suggest the necessity of constructing an academic environment that can support the positive emotions of pre-service early childhood teachers, as well as the necessity of developing educational contents that consists academic emotion regulation. In conclusion, this study provided meaningful implications on the play supporting efficacy for pre-service early childhood teachers.

미용학과 대학생의 일반적 특성에 따른 자기효능감과 전공만족도 연구

전홍신 ( Hong-shin Jeon ),방효진 ( Hyo-jin Bang ) 대한미용학회(구 대한미용과학회) 2018 대한미용학회지 Vol.14 No.2

The present research aimed to investigate the effect of cosmetology department students’ self-efficacy on their satisfaction with their major study. We surveyed 416 cosmetology students from 4-year colleges located in Gangneung, Iksan, and Cheongju regions.. T-test and one-way ANOVA were employed in this study analysis. First, it was found that self-efficacy caused significant difference in cognitive efficacy, emotional efficacy and social efficacy. The graduates of high schools showed significant difference in emotional efficacy and social efficacy. The students’ reasons for selecting the major were examined. Results showed that cognitive efficacy and social efficacy had significant differences. The difference between the important subjects in education was also examined. Results revealed that emotional efficacy, social efficacy and cognitive efficacy showed significant differences. Second, the difference between school years was investigated. Major satisfaction and class satisfaction were found to have significant differences. Difference between the major studies was examined. Class satisfaction and study satisfaction showed significant difference. Any difference with respect to graduated high schools was investigated, and it was found that study satisfaction and class satisfaction had significant difference. The reasons of selecting the major were looked into and, as a result, class satisfaction was found to have significant difference. Difference in regard to important subject in education was investigated and significant difference was found in all the class satisfaction, study satisfaction and cognitive satisfaction.