한국어 교사 교육 능력 향상을 위한 교사 효능감 연구

다국어 초록 (Multilingual Abstract)

This study examines what makes a Korean language teacher efficient in the classroom in terms of teachers' sense of efficacy. A teacher’s sense of efficacy correlates with academic achievement, motivation and self-efficacy of students and it can explain the behaviors of teachers. This study covers the level of Korean language teachers’ sense of efficacy, and the relationship between teachers’ sense of efficacy and many factors around Korean language teachers. The results of this study will be applied to Korean language teacher education and reeducation fields.
Chapter 2 covers the concept of a teacher’s sense of efficacy and the relationship between teaching competence and a teacher’s sense of efficacy therefore implying the importance of a teacher’s sense of efficacy. Also, four sources of efficacy(mastery experiences, vicarious experiences, social persuasion, physiological and emotional arousal) are described.
Chapter 3 presents the methodology to measure a teacher’s sense of efficacy, research procedures and the target of this research. To investigate Korean language teachers’ sense of efficacy, OSTES(Ohio State Univ. Teacher efficacy scale) is translated and revised to be allpied to the KFL field. To decide relevant factors of the Korean language teacher, a preliminary survey was made by 20 Korean teachers. There are 164 in-service Korean language teachers included in the formal survey. In chapter 3, the characteristics of Korean language teachers are also described.
Chapter 4 shows the results of analysis. The average score of Korean language teachers’ sense of efficacy is 6.44 out of 9 and efficacy in instructional strategy is higher than efficacy in classroom management or efficacy in student engagement. Research has been conducted on the statistical relationship between factors of Korean teachers and teachers’ sense of efficacy. To analyze the relationship between teachers’ sense of efficacy and factors, SPSS program was used. Among the individual factors, age, level of education, major of undergraduate studies, and foreign language competence show statistical meaningfulness with teachers’ sense of efficacy. Teachers who are older, with a high level of education, majoring in foreign language teaching and with foreign language competence show a higher teachers’ sense of efficacy.
Concerning teacher factors, more experienced teachers generally show higher efficacy and the number of students teachers teach at the same time meaningfully affects teachers’ sense of efficacy. Furthermore, the average salary of the teacher correlates with teachers’ sense of efficacy. Reeducation experiences, teacher positions and certificates for a Korean teacher and motivating factor to be a Korean teacher don't show statistical meaningfulness in connection with teachers' sense of efficacy.
Factors of the institution that Korean language teachers work for are also considered. The size of the institution and whether or not the class which is being taught is multi-cultural doesn’t correlate with teachers’ sense of efficacy. However, the type of institution shows significant correlation with teachers’ sense of efficacy. For example, teachers working in an NGO especially have a low teachers’ sense of efficacy.
Chapter 5 summarizes this study and suggests the need for broader and more through research regarding Korean language teachers’ sense of efficacy.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구 목적 1
• 1.2 선행연구 2
• 1.3 연구 방법 5
• 2. 이론적 배경 7
• 2.1 교사 효능감의 정의 7
• 2.2 교사 효능감과 교육 능력과의 관계 9
• 2.3 교사 효능감의 원천(sources) 10
• 3. 교사 효능감 측정 및 분석 13
• 3.1 측정 도구 13
• 3.1.1 교사 효능감 측정 13
• 3.1.2 변인 측정 20
• 3.2 연구 대상 25
• 3.2.1 개인 변인에 대한 분포 25
• 3.2.1.1 성별 25
• 3.2.1.2 연령 26
• 3.2.1.3 학력 28
• 3.2.1.4 전공 30
• 3.2.1.5 외국어 능력 32
• 3.2.2 교사 변인에 대한 분포 35
• 3.2.2.1 한국어 교육 경력 35
• 3.2.2.2 교사 재교육 경험 37
• 3.2.2.3 한국어 교사 직위 38
• 3.2.2.4 가르치는 학습자 수 39
• 3.2.2.5 한국어 교원 자격증 41
• 3.2.2.6 한국어 교사가 된 동기 · 42
• 3.2.2.7 한국어 교육을 통한 보수 44
• 3.2.3 기관 변인에 대한 분포 45
• 3.2.3.1 기관의 유형 45
• 3.2.3.2 기관의 규모 46
• 3.2.3.3 다국적 반 여부 48
• 3.3 연구 절차 및 분석 방법 49
• 4. 연구 결과 및 해석 50
• 4.1 한국어 교사의 효능감 수준 50
• 4.2 교사 효능감의 변인별 차이 검증 55
• 4.2.1 개인 변인 55
• 4.2.1.1 성별 55
• 4.2.1.2 연령 56
• 4.2.1.3 학력 59
• 4.2.1.4 전공 63
• 4.2.1.5 외국어 능력 66
• 4.2.2 교사 변인 68
• 4.2.2.1 한국어 교육 경력 68
• 4.2.2.2 교사 재교육 경험 70
• 4.2.2.3 한국어 교사 직위 72
• 4.2.2.4 가르치는 학습자 수 73
• 4.2.2.5 한국어 교원 자격증 75
• 4.2.2.6 한국어 교사가 된 동기 78
• 4.2.2.7 한국어 교육을 통한 보수 80
• 4.2.3 기관 변인 83
• 4.2.3.1 기관의 유형 83
• 4.2.3.2 기관의 규모 85
• 4.2.3.3 다국적 반 여부 87
• 5. 결론 88
• 참고문헌 91
• 부록 95
• Abstract 101