교사의 배경변인에 따른 자기효능감과 직무만족 = Teachers’ Self-Efficacy and Job Satisfaction According to Their Background Variables

다국어 초록 (Multilingual Abstract)

The purposes of this study were to analyze the teachers' self -efficacy and job satisfaction on their nine background variables and the empirical relationship between two concepts. The nine personal background variables were gender, age, rank in school, school type, appointment type, graduated college type, educational career, location of school, size of school.
Total 636 teacher subjects(male 304, female 332) were used for this study. All subjects were sampled from public middle and high schools located in Daegu Metropolis and Gyungbuk. The Teacher-Efficacy Questionnaire(Kim, 2004) and The Job Satisfaction Index(KTO, Jeon, 1982; Song, 2002) were administered for all subjects.
The results of this study were as followed. First, male teachers showed significantly higher self-efficacy than female teachers. The older teachers showed the higher self-efficacy score. The rest six background variables did not show any difference on the score of self-efficacy. Second, the higher rank teachers in the school had the higher score on their job satisfaction. The teachers did not take the screening examination for teacher showed higher job satisfaction. The longer teacher career and older age were also found as the indexes of higher job satisfaction. The rest five background variables did not show any difference on the score of job satisfaction. Third, a strong corelation was found between self-efficacy and job satisfaction. There were significantly higher correlations among the self-regulatory efficacy and task-difficulty preferences, sub-scale of self-efficacy, and the teaching activity, student guidance, and administration, sub-scale of job satisfaction. The confidence of self-efficacy and promotion/reward of job satisfaction did not have any explanation power.
Based on the findings of this study, several suggestions were made for the further studies.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 자기효능감의 개념과 이론 = 2
• 1) 자기효능감의 개념 = 2
• 2) 자기효능감 이론 = 3
• 3) 교사와 자기효능감 = 7
• 3. 직무만족의 개념과 이론 = 9
• 1) 직무만족의 개념 = 9
• 2) 직무만족 이론 = 10
• 3) 교사와 직무만족 = 15
• 4. 자기효능감과 직무만족과의 관계 = 17
• 5. 교사의 배경변인과 자기효능감 및 직무만족과의 관계 = 18
• 1) 개인적 변인 = 18
• 2) 학교 환경적 변인 = 20
• 6. 연구과제 = 21
• Ⅱ. 연구 방법 = 25
• 1. 조사대상자 = 25
• 2. 측정 도구 = 25
• 1) 배경변인 설문지 = 25
• 2) 교사효능감 척도 = 25
• 3) 직무만족도 척도 = 25
• 3. 분석 방법 = 26
• Ⅲ. 연구 결과 = 27
• 1. 조사 대상자의 인구학적 특성 = 27
• 2. 척도의 요인 구조와 신뢰도 = 29
• 1) 교사의 자기효능감 척도 = 29
• 2) 교사의 직무만족도 척도 = 30
• 3. 배경변인에 따른 자기효능감 비교 = 32
• 4. 배경변인에 따른 직무만족도 비교 = 35
• 5. 교사의 자기효능감과 직무만족 간의 관계 = 37
• Ⅳ. 논 의 = 39
• 참 고 문 헌 = 42
• Abstract = 45
• 부록 1. 배경변인 설문지 = 47
• 부록 2. 교사효능감 척도 = 48
• 부록 3. 직무만족도 척도 = 50