교사 공동체가 교사의 수업지도성에 미치는 영향

다국어 초록 (Multilingual Abstract)

Through a structural equation model analysis, this study focused on how a teacher s efficacy is associated with a teacher community and a teacher s class leadership. In addition, as dividing the teacher efficacy by an individual level and a group level, the study analyzed how the two kinds of the teacher efficacy would be different from each other. To begin with, according to the results, the teachers community appeared to have a greater influence on the teacher s group efficacy rather than the teacher s individual efficacy. Second, there found that the teacher community would hardly affect the teacher s class leadership in a direct way. Third, the teacher efficacy was told to have a direct influence on the teacher s class leadership. In particular, the individual efficacy turned out to be more effective to the class leadership than the group efficacy would be. Fourth, it was found out that the teacher s efficacy is significantly associated with the teachers community and the teacher s class leadership from both the individual level and the group level. To increase the teacher efficacy which has affected the teacher s class leadership, a foundation to strengthen the school integration, a principal s leverage, a learning atmosphere to encourage students to study, a sense of cooperation between the teachers and supports from the society should be established. This way, the teachers would commit themselves to class. Since the individual teacher efficacy has particularly influenced the class leadership, not only supporting facility to help the teachers monitor and receive feedback about their teaching methods but also supports for class-related individual training have to be provided. For this reason, training programs for a group teaching method in which feedback for various teaching methods and cooperative teaching-learning activity would be actively performed needs to be strengthened.

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