집단적 교사효능감, 개인적 교사효능감, 교사몰입 간 관계에 대한 구조적 분석 = The Structural Relationship between Collective Teacher Efficacy, Self-Teacher Efficacy and Teacher Commitment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the structural relationship among collective teacher efficacy, self-teacher efficacy, and teacher commitment. It was also intended to investigate whether collective teacher efficacy had any firsthand impact on teacher commitment and whether the former exercised any secondhand influence on the latter through self-teacher efficacy. This study is ultimately meant to determine the effects of collective teacher efficacy. The correlation between collective teacher efficacy and self-teacher efficacy and teacher commitment was investigated, and the goodness of fit of the research model used in this study was verified as well. And path coefficients were calculated to determine the relationship of the three elements. As a result, it's found that collective teacher efficacy exerted an influence on self-teacher efficacy and organizational commitment, and that collective teacher efficacy affected teacher commitment through the positive mediating variable of self-teacher efficacy. And the influence of collective teacher efficacy is larger than that of self-teacher efficacy.

국문 초록 (Abstract)

본 연구는 집단적 교사효능감, 개인적 교사효능감 및 교사몰입 간의 관계를 살펴봄으로써 집단적 교사효능감과 교사몰입의 관계에 있어 개인적 교사효능감이 가지는 효과를 분석하고자 하였다. 이를 위해 집단적 교사효능감, 개인적 교사효능감 및 교사몰입 간의 상관관계 분석 및 연구모형에 대한 확인적 요인분석을 수행하였고, 구조방정식 모형 분석을 통해 세 잠재변수 간의 관계를 경로계수를 통해 비교하여 보았다. 연구 결과, 집단적 교사효능감과 개인적 교사효능감은 모두 교사몰입에 정적 영향을 미치고 있으며, 개인적 교사효능감은 집단적 교사효능감이 교사몰입에 미치는 영향에 정적인 부분 매개역할을 하고 있는 것으로 밝혀졌다. 또한 교사몰입에 대한 집단적 교사효능감의 영향력은 개인적 교사효능감의 영향력보다 큰 것으로 나타났으며 집단적 교사효능감은 개인적 교사효능감에 정적인 영향력을 가지고 있었다. 따라서 학교 조직 전체의 능력에 대한 자신감을 강조하고 협동적 학교 풍토를 통해 그러한 자신감이 교사 개개인에게 스며들도록 함으로써 교사 몰입을 높이고 이를 통해 교육 변화를 이끌어내야 한다.

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