교사변인과 교육과정 실행 간의 관계 분석 = (A) relationship analysis on variables related with teachers and curriculum implementation

다국어 초록 (Multilingual Abstract)

The purpose of this research was to verify the relationship between the variables of teachers and their curriculum implementation, and further to verify the structural relations among the variables. For this purpose, the research questions were formulated as follows.
1. How do teacher?related variables have relations on curriculum implementation?
1-1. How does teachers’ knowledge have relation on curriculum implementation?
1-2. How does teachers’ attitude have relation on curriculum implementation?
1-3. How does teaching skill have relation on curriculum implementation?
2. How is the structural relation between teacher?related variables and curriculum implementation?
To answer these questions, we examined variables and sub?factors related to teachers and curriculum implementation through reviewing relevant literature and previous researches, and formulated a hypothetical model on the relations among the variables. And in order to measure influence among the variables and to test the hypothetical model, we selected 12 cities and provinces at random through clustered sampling. And then We selected elementary school teachers in each area through random sampling and conducted a questionnaire survey. The final analysis used 937 questionnaires. The model was tested through structural equations.
The results of this research are as follows. First, the effects of teacherrelated variables on curriculum implementation are as follows. Teachers’ knowledge had direct effect of .37 and indirect effect of .04 on curriculum implementation, teaching skill had a direct effect of .28 on curriculum implementation. And teachers’ attitude had a direct effect of .68 on curriculum implementation and this effect was statistically significant.
Second, the structural relations between teacher?related variables and curriculum implementation are as follows. Teachers’ knowledge was correlated with teachers’ attitude. In addition, teachers’ knowledge had an direct effect on curriculum implementation and also indirect effect through the medium of teaching skill. And teachers’ attitude had a more direct effect on curriculum implementation than teachers’ knowledge and teaching skill.
This research is meaningful in that it empirically examined the influence of teacher?related variables on curriculum implementation and that it represented the relations among the variables as a structural model. The results of this study are expected to be used as basic materials for teacher education on curriculums and school curriculum research and development.

국문 초록 (Abstract)

본 연구는 교사변인과 교육과정 실행 간의 관계와 변인 간 구조적 관계를 밝히는 데 목적이 있다. 이러한 연구목적을 달성하기 위하여 다음과 같은 연구 문제를 설정하였다.
1. 교사변인과 교육과정 실행 간의 관계는 어떠한가?
1-1. 교사지식과 교육과정 실행 간의 관계는 어떠한가?
1-2. 교사태도와 교육과정 실행 간의 관계는 어떠한가?
1-3. 교수기술과 교육과정 실행 간의 관계는 어떠한가?
2. 교사변인과 교육과정 실행 간의 구조적 관계는 어떠한가?
위와 같은 연구문제를 해결하기 위하여 관련문헌과 선행 연구 고찰을 통해 교사 및 교육과정 실행 변인과 하위 변인들을 고찰하고 변인들 간의 관계를 가설적 모형으로 설정하였다. 그리고 변인간의 영향력 정도와 가설 모형의 검증을 위해 군집 표집 방법(clustered sampling)을 통해 12개 시?도를 무선으로 선정한 후 다시 각 지역의 초등학교에 근무하고 있는 교사를 무선적으로 선정하여 설문 조사를 실시하였다. 최종 분석 대상은 937부였고 모델 검증을 위해 구조방정식 모형을 활용하였다. 본 연구의 결과를 요약하면 다음과 같다.
첫째, 교사변인과 교육과정 실행 간의 관계이다. 먼저 교사지식은 교육과정 실행에 .37의 직접 영향과 .04의 간접 영향을 주었고, 교수기술은 교육과정 실행에 .28의 직접 영향을 주었다. 그리고 교사태도는 교육과정 실행에 .68의 직접 영향을 주면서 그 영향이 통계적으로 유의미한 것으로 나타났다.
둘째, 교사변인과 교육과정 실행 간의 구조적 관계이다. 교사지식은 교사태도와 상호 관련성을 가지고 있었으며 직접 또는 교수기술을 매개로 교육과정 실행에 영향을 주었다. 또한 교사태도는 교육과정 실행에 직접 영향을 미치고 있음을 알 수 있었다.
이러한 연구 결과에 비추어 교사변인 중 교육과정 실행에 대한 태도는 교사 개개인이 소유하고 있는 교사로서의 신념, 사명감, 효능감 등과 같은 태도 요인에 크게 영향을 받는다고 결론을 내렸다. 교사가 가지고 있는 교육과정 실행에 대한 태도는 바로 자신의 신념에서 비롯되고 그 신념은 수업행동을 결정하고 궁극적으로는 교육의 효과에 영향을 미친다고 볼 수 있다. 또한 이들 간의 구조적 관계를 통해서 볼 때 교사교육에서 교사지식, 교수기술, 교사태도를 개별적으로 신장시키기 보다는 유기적으로 관련된 교사의 특성으로 파악할 필요가 있다. 교사의 교육과정 실행 능력 향상을 위해서는 이러한 변인들을 모두 고려한 통합적 교사교육 프로그램 개발이 필요하며 교사는 이러한 프로그램에 참여함으로써 교육과정 실행을 위한 전문성을 신장시킬 수 있는 기회를 얻을 수 있을 것이다.
본 연구는 교사변인이 교육과정 실행에 미치는 영향의 정도를 실증적으로 검증했으며 또한 변인 간의 관계를 구조적 모형으로 나타냈다는 점에서 의의가 있다. 향후 이 연구 결과가 교육과정을 중심으로 한 교사 교육과 학교 교육과정 개발 연구에 도움을 주는 기초 자료로서 활용될 수 있기를 기대한다.

목차 (Table of Contents)

• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 5
• C. 용어의 정의 = 5
• D. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• A. 교육과정 실행의 개념과 영향 요인 = 7
• 1. 교육과정 실행의 개념 = 7
• 2. 교육과정 실행 영향 요인 = 13
• B. 교육과정 실행 관련 교사 변인 = 18
• 1. 교사지식의 개념과 구성 요인 = 18
• 2. 교수기술의 개념과 구성 요인 = 26
• 3. 교사태도의 개념과 구성 요인 = 30
• C. 교사변인과 교육과정 실행 간의 관계 = 34
• 1. 교사지식과 교육과정 실행 간의 관계 = 35
• 2. 교수기술과 교육과정 실행 간의 관계 = 38
• 3. 교사태도와 교육과정 실행 간의 관계 = 40
• 4. 교사지식, 교수기술, 교사태도 간의 관계 = 43
• 5. 교사변인과 교육과정 실행 간의 관계에 대한 가설적 모형 = 45
• Ⅲ. 연구 방법 = 47
• A. 연구 절차 = 47
• B. 연구 대상 = 48
• C. 검사 도구 = 49
• 1. 교사지식 검사 = 49
• 2. 교수기술 검사 = 52
• 3. 교사태도 검사 = 54
• 4. 교육과정 실행 검사 = 56
• D. 자료 분석 = 58
• Ⅳ. 결과 및 논의 = 60
• A. 결과 및 해석 = 60
• 1. 교사변인과 교육과정 실행 간의 관계 = 60
• 2. 교사변인과 교육과정 실행 간의 구조적 관계 = 62
• B. 논의 = 66
• Ⅴ. 결론 및 제언 = 69
• A. 요약 및 결론 = 69
• B. 제 언 = 71
• 참고문헌 = 73
• ABSTRACT = 91
• 부록 = 93

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