교사전문성 핵심요인으로서의 교사효능감

국문 초록 (Abstract)

본고에서는 교사전문성을 정의적 차원을 중심으로 논의하고자 하였다. 정의적 차원 중에서도 특히 학생들의 내적 동기를 촉진시킬 수 있는 핵심적인 요인으로 교사효능감을 상정하고 그 동안 교육현장에서 연구된 교사효능감과 관련된 교사차원과 학생차원의 다양한 변인들에 관한 경험적 연구들을 검토하였다. 그 결과, 교사효능감과 관련된 개인요인으로는 교사의 성별, 경력, 직무만족, 조직에 대한 전념과 집단효능감이 많이 연구되었고, 환경요인으로는 주로 학교조직풍토 관련 요인으로 특히 교장의 특성과 교사들 간의 상호작용이 많이 연구된 것으로 나타났다. 본고에서 검토한 교사차원의 요인들에 대한 선행연구들을 종합한 결과는 교사효능감이 교사 자신들의 열정, 자율성, 교수몰입 등의 내재동기를 증진시키고, 나아가서 학생들의 학업에 대한 자기효능감과 내재동기에 영향을 미칠수 있음을 시사하는 것이다. 이러한 검토 결과는 교사효능감이 교사전문성의 정의적 차원의 핵심요인임을 확인해 주는 것으로서 교사전문성 증진을 위한 프로그램 개발 시 비중있게 고려되어야 할 사안임을 시사하는 것이다.

다국어 초록 (Multilingual Abstract)

In this article, the concept of teacher efficacy is proposed to represent as the key affective factor in determining the teacher professionalism that can facilitate students` internal academic motivation. Empirical studies on diverse factors that are related with teacher efficacy in the teacher- and student- related dimensions are reviewed and summarized. In result, the personal factors that can influence teacher efficacy are found to be gender, teaching experience, job satisfaction, organizational commitment, and collective teacher efficacy. The major environmental factors that influence teacher efficacy are the factors related to the organizational climate of schools, such as principals` characteristics and interpersonal relationships among fellow teachers. The review of these factors of teacher-related dimension suggests that teacher efficacy leads to their own intrinsic motivation, such as passion, autonomy, and teaching flow that facilitate their students` internal academic motivation which in turn leads to the increase in students` academic achievement and school adjustment. Implications of these findings are discussed in reference to the practical applications in the advancement of teacher professionalism.

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