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Factors influencing choosing teaching as a career: South Korean preservice teachers
Jeong‑Ae Lee,Mi Ok Kang,Bitnara Jasmine Park 서울대학교 교육연구소 2019 Asia Pacific Education Review Vol.20 No.3
This study validated the underlying factor structure of the Factors Influencing Teaching (FIT)-Choice survey in the South Korea context and examined motivations and perceptions of 903 Korean preservice teachers by major demographic characteristics. Secondary preservice teachers reported significantly higher values than elementary preservice teachers for Qualification fit and desire to teach and Task return. Male preservice teachers believed more strongly than female preservice teachers that they chose the teaching profession because of Qualification fit, Influencing others, and Task return. Compared to freshmen/sophomores, juniors/seniors reported significantly higher values for Task demand. Participants with low- to medium-level self-reported income ($12K–$46K) weighted Benefits significantly higher than those with medium-level income ($46K–$88K). STEM majors reported higher values for the Qualification fit and Influencing others than non-STEM majors. As South Korea is one of the few countries which has an oversupply of highly qualified teacher candidates, findings were compared with other countries to provide useful insights to improve recruitment of highly qualified individuals to teaching workforce in many countries where teacher shortage is a chronic problem. Based on these data analyses, we argue that policy makers, politicians, education researchers, and others who care about quality education and student academic achievements need to make efforts to increase task returns and benefits.
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강미옥 ( Kang Mi-ok ),박빛나라 ( Park Bitnara Jasmine ),이정애 ( Lee Jeong-ae ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.1
본 연구는 전라북도 및 경인지역 중고등학교 교사 493명을 대상으로 교직 선택 동기 및 교사 헌신 간의 관계를 밝히는 데 중점을 두었다. 먼저 Watt & Richardson(2007, 2008)의 교직 선택 요인 모델[Factors Influencing Teaching Choice]과 Allen & Meyer(1990, 1991)의 조직 헌신의 삼중 모델[Three-component Model of Organizational Commitment]의 타당도와 신뢰도를 한국적 상황에서 검증하였고, (1) 교직적성, (2) 사회적 영향력, (3) 소득 및 복리 후생, (4) 대안적 직업, (5) 이전 교수 경험, (6) 업무 복잡성 및 과중성, (7) 부정적 변인, (8) 감정적 헌신(교직), (9) 지속적 헌신(교직), (10) 규범적 헌신(교직 및 학교), (11) 감정적 헌신(학교), (12) 지속적 헌신(학교) 등 12개 요인을 확정하였다. 교직 선택 동기 및 헌신의 세부 요인별 결과 산출의 기대치를 살펴본 결과, 업무 복잡 및 과중성, 사회적 영향력, 이전 교수 경험, 교직에 대한 감정적 헌신의 평균값이 전반적으로 높게 나타났다. 또한 확정된 12개 요인의 상관관계를 분석한 결과 거의 모든 요인들이 서로 밀접한 상관을 보였으며, 특히 교직 적성과 교직에 대한 감정적 헌신이 가장 높은 상관관계를 보여주었다. 또한 교직 적성과 교직·학교에 대한 규범적 헌신의 상관 역시 높은 편이었으며, 사회적 영향력과 교직에 대한 감정적 헌신, 사회적 영향력과 교직·학교에 대한 규범적 헌신 역시 상관도가 높았다. 참가자의 성별, 교육경력, 학교 급(중학교 대 고등학교), 학교 설립 근거(국공립 대 사립), 주 전공 교과목 등 인구통계학적 변인에 따른 교직 선택 동기 및 교사 헌신의 차이가 있었으며, 이러한 연구 결과는 이후 특히 능력 있고 헌신적인 교사 선발 및 수급에 관심 있는 학자, 연구자, 정책담당자들에게 시사점을 줄 것으로 기대한다. This study validated the underlying factor structure of the Factors Influencing Teaching (FIT)-Choice survey (Watt & Richardson, 2007, 2008) and the Three-component Model of Organizational Commitment (Allen & Meyer, 1990, 1991) in the South Korean context. Using these models, we extracted and validated 12 factors that represented 493 secondary in-service teachers’ choice of teaching as a career and her/his commitment to teaching: (1) aptitude for teaching (self-perception of teaching abilities), (2) social influence, (3) task return (salary and benefits), (4) teaching as an alternative choice, (5) prior teaching experience, (6) task demand (high demand and complexity), (7) negative factors (fallback), (8) affective commitment (teaching), (9) affective commitment (school), (10) continuance commitment (teaching), (11) continuance commitment (school), and (12) normative commitment (teaching & school). Internal consistency reliability and correlations among latent constructs extracted from the surveys demonstrated higher values on and strong interrelations between task demand, social influence, prior teaching experience, and affective commitment to teaching. Our analysis found strongest relationships between aptitude for teaching and affective commitment to teaching among secondary in-service teachers. We found statistically significant correlations (1) between aptitude for teaching and normative commitment to teaching and the school, (2) between social influence and affective commitment to teaching, and (3) between social influence and normative commitment to teaching and the school. Responses to the survey indicated significant differences in motivation by major demographic characteristics, including gender, teaching context (middle vs. high school), teaching subjects, and years of experience. Based on these data analysis, we argue that policy makers, politicians, education researchers, and others who care about recruitment and retention of highly qualified teachers need to make efforts to improve ways to recruit teachers with strong aptitude for teaching, to give in-service teachers various opportunities for social influence, and decrease task demands of in-service teachers, especially middle school teachers.
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