초등교사들의 컴퓨터 자기효능감과 태도에 미치는 요인연구 = Factors influencing computer self-efficacy and computer attitude of elementary school teachers

국문 초록 (Abstract)

  본 연구는 초등교사들의 컴퓨터 효능감과 컴퓨터 태도에 영향을 주는 교사 특성요인을 알아 봄으로써 ICT활용 수업개선을 통한 교육혁신이 지속성을 가지고 자생적으로 이루어질 수 있는 교육정보화 연수방안을 모색하는데 그 목적이 있다. 197명의 평교사들이 본 연구에 참여하였다. 연구도구로는 컴퓨터 자기효능감과 컴퓨터 태도의 측정도구가 사용되었다. 컴퓨터 자기효능감은 컴퓨터 조작, 웹 사용, 이메일 사용의 3개 과제영역의 25개 문항으로 Kagima와 Hausafus(2000)가 개발한 측정도구를 토대로 하였다. 컴퓨터 태도는 Loyd와 Loyd(1985)가 개발한 CAS(Computer Attitude Scale)이 사용되었는데 두려움, 좋아함, 자신감, 유용성의 4개 하위영역의 총 35개 문항으로 구성되어 있다. 교사 특성요인인 성별, 학력, ICT활용수업경험, 재직년수, 교육정보화연수를 독립변인으로, 컴퓨터 자기효능감과 컴퓨터 태도를 각각 종속변인으로 하여 선형 회귀분석을 하였다. 주요 연구결과는 다음과 같다. 첫째, 초등교사들의 컴퓨터 자기효능감에 영향을 미치는 통계적으로 유의미한 변인은 성별, 재직년수, 교육정보화연수인 것으로 나타났다. 둘째, 초등교사들의 컴퓨터 태도에 영향을 주는 유의미한 변인은 재직년수와 교육정보화연수인 것으로 나타났다. 이러한 연구결과에 근거하여 교사들의 특성을 반영하면서 컴퓨터 자기효능감을 높일 수 있는 교육정보화연수 운영전략이 논의되었다.

다국어 초록 (Multilingual Abstract)

  The purpose of this study was to identify predictors explaining computer self-efficacy and computer attitude of elementary school teachers and to investigate the effective ways of operating ICT training for teachers. 197 teachers who were teaching in the classroom participated in this study. Data were collected via a questionnaire and two instruments. The questionnaire was about teachers" characteristics of gender, educational level, teaching years, ICT experiences, the frequency of ICT training participation. The instrument developed by Kagima & Hausafus(2000) was used to investigate teachers" computer self-efficacy and the instrument developed by Loyd & Loyd(1985) was used to examine teachers" attitude towards computers. To determine statistically significant predictors, Pearson"s correlation coefficient and linear regression method were applied. Independent variables were gender, educational level, teaching years, ICT experiences, and the frequency of ICT training participation. Dependent variables were teachers" computer self-efficacy and computer attitude respectively. The results were as follow. First, gender, teaching years, and the frequency of ICT training participation were predictors of computer self-efficacy at a statistically significant level. Second, teaching years and the frequency of ICT training participation explained teachers" computer attitude at a statistically significant level. Based on the results, issues regarding the ICT training strategies enhancing teachers" computer self-efficacy were discussed.

목차 (Table of Contents)

• 요약
  Ⅰ. 서론
  Ⅱ. 이론적 배경
  Ⅲ. 연구방법
  Ⅳ. 연구결과
  Ⅴ. 논의 및 제언
  참고문헌
  Abstract
  

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