학교맥락, 교사능력 및 의지, 교사학습기회 요인들이 초등교사의 사회과 수행평가 실행에 미치는 영향력 분석 = Influences of School Contexts, Teacher Capacity & Will, and Teachers` Learning Opportunities on Elementary Teachers` Implementation of Performance Assessment in Social Studies

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the influences of three kinds of factors(school contexts, teacher capacity & will, and teacher learning) on elementary teachers` implementation of performance assessment in social studies. The sample for this study comprised 700 elementary teaches in third through six grades. Data was gathered via a questionnaire. Hierarchical regression was run for two purposes; (1) to examine relative direct influences of the factors on teachers` implementation, and (2) to test whether there were potential mediators on teachers` implementation. Three groups of factors were entered in three blocks to examine the direct influences. The result was as follows. First, Model 1 that contained the school context factors explained 13.9% of variance in teachers` implementation and all context factors significantly influenced teachers` implementation. Second, Model 2 that contained both school context factors and teacher learning factors explained 17.2% of the variance in teachers` implementation. Teacher learning factors except teacher involvement and all context factors significantly influenced teachers` implementation. Third, Model 3 that contained all three kinds of factors explained 27.3% of variance in teachers` implementation. While teacher capacity & will factors significantly influenced teachers` implementation, school contexts and teacher learning factors that had significant influences on Model 2 showed insignificant influences. Based on the results, this study discussed implications to help teachers to better implement performance assessment in social studies.

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