성인영어교수자의 교수리더십, 성인영어학습자의 영어자아개념, 셀프리더십, 영어교사효능감, 교육만족 간의 구조적 관계 분석

다국어 초록 (Multilingual Abstract)

The concepts of andragogy that form the basis of adult learning are the role of experience, self-directedness, the learner's need to know, orientation to learning, and intrinsic motivation. Andragogy, the knowledge of adult learning and adult learners needs to be permeated into EFL adult education and the role of adult educators should be viewed as a facilitator. In addition, the existing research concerning educational satisfaction has focused mainly on the objective dimension of the learners and, by and large, has ignored the subjective dimensions. Educational satisfaction depends upon demographic or environmental variables in tandem with students' cognitive, metacognitive, affective, and motivational variables.
The purpose of this study was to analyze the structural relationships between adult English educators' instructional leadership, adult English learners' English self-concept, self-leadership, English teacher efficacy and educational satisfaction.
In order to achieve this purpose, this study had two specific research questions as follows: The first was to examine the influences of adult English educators' instructional leadership, adult English learners' self-leadership, and English teacher efficacy on educational satisfaction. The second was to examine the influences of adult English learners' English self-concept, self-leadership, and English teacher efficacy on educational satisfaction.
To achieve the research purpose, the sample(N=634) was drawn from 17 EFL teacher training programs of lifelong educational institutions. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling.
Findings from SEM demonstrated the existence of a positive relationship of instructional leadership, self-leadership, and teacher efficacy with educational satisfaction. In particular, instructional leadership had the most influential effect on educational satisfaction and self-leadership was found to be a significant mediating variable. Although English self-concept was not statistically significant in this study, English self-concept was found to be a significant predictor for self-leadership and English teacher efficacy. With research indicating that English self-concept has affected self-leadership and English teacher efficacy directly, it may be inferred that enhancing English self-concept would be still an effective way to boost adult students' educational satisfaction.
The undertaken analysis of conceptualized instructional leadership could serve as a benchmark for further study on the application of andragogy in adult EFL programs. Inclusion of adult learners' cognitive and affective dimensions in this analysis has also been an especially important contribution to the extension of the existing research of educational satisfaction. Findings from this study could allow adult English educators to more fully understand adult English learners and their learning processes as well as to equip a more practical and rational knowledge for the antecedents of educational satisfaction and outcomes of self-concept, self-leadership, and teacher efficacy.
The findings suggested that similar studies should be conducted in terms of learners' cognitive and affective variables such as motivation, self-leadership, locus of control, self-concept, and teacher efficacy as well as andragogical practice in the EFL adult education field. Such studies can bring about valuable insights and implications required for the improvement of EFL teacher training programs.

국문 초록 (Abstract)

성인학습자의 경험, 자기주도성, 알고자 하는 욕구, 학습에 대한 지향성, 내적 동기와 같은 안드라고지 개념들은 성인학습의 토대를 형성한다. 안드라고지, 즉 성인학습과 성인학습자에 대한 지식은 EFL 성인교육 분야에도 반영되어야 하며 성인교수자의 역할도 촉진자로서 재조명될 필요가 있다. 또한, 교육만족이 인구통계학적 특성이나 환경적 변인뿐만 아니라 학습자의 인지적, 초인지적, 정의적, 동기적 변인에 영향을 받는데도 불구하고, 교육만족에 대한 기존의 연구들은 주관적인 측면보다는 객관적인 측면에만 집중해 왔다.
본 연구의 목적은 성인영어교수자의 교수리더십, 성인영어학습자의 영어자아개념, 셀프리더십, 영어교사효능감, 교육만족 간의 구조적 관계를 분석하는 것이었다.
본 연구의 연구목적을 달성하기 위한 구체적 연구문제는 다음과 같다: 첫째, 성인영어교수자의 교수리더십, 성인영어학습자의 셀프리더십, 영어교사효능감은 교육만족에 어떠한 영향을 미치는가? 둘째, 성인영어학습자의 영어자아개념, 셀프리더십, 영어교사효능감은 교육만족에 어떠한 영향을 미치는가?
본 연구의 목적을 달성하기 위해 17개 평생교육기관의 EFL 교사양성 프로그램에 참여한 634명의 성인학습자가 표본으로 추출되었다. 본 연구의 연구모델을 통계적으로 검정하기 위한 주된 분석방법으로는 구조방정식이 활용되었다.
구조방정식 통계 검정 결과 교수리더십, 셀프리더십, 영어교사효능감과 교육만족 간의 정적 상관이 입증되었다. 특히 교수리더십은 교육만족에 가장 영향력 있는 변인으로 나타났고, 셀프리더십은 중요한 매개변인임이 실증되었다. 본 연구에서 영어자아개념이 교육만족에 미치는 영향력은 통계적으로 유의하지 않게 나타났지만, 영어자아개념은 셀프리더십과 영어교사효능감의 중요한 선행변인임이 입증되었다. 이러한 결과에 근거해 볼 때 영어자아개념은 교육만족을 향상하는 데 여전히 중요한 변인임이 추론되었다.
교수리더십의 개념화와 분석에 대한 본 연구는 EFL 성인교육 프로그램에 안드라고지의 적용을 위한 후속 연구의 토대를 마련하였다. 특히 성인학습자의 인지적, 정의적 변인의 분석은 교육만족에 대한 기존 연구의 외연을 확장하는 데 이바지했다. 본 연구결과는 성인영어교수자들이 성인영어학습자와 학습 과정을 더 잘 이해하고 교육만족의 선행변인 및 학업자아개념, 셀프리더십, 교사효능감의 영향력에 대한 실용적이고 합리적인 지식을 갖추는 것을 가능하게 할 것이다.
따라서 본 연구와 유사한 맥락의 연구들이 실행되어 EFL 성인교육에서의 안드라고지의 적용과 성인학습자의 동기, 셀프리더십, 통제 소재, 자아개념, 교사효능감과 같은 다양한 인지적, 정의적 변인들을 심도 있게 조사하는 것이 요구된다. 이러한 연구들은 EFL 교사교육 프로그램의 효과성을 높이는 데 중요한 통찰력과 시사점을 제공할 것이다.

목차 (Table of Contents)

• 목 차
• 國文抄錄 ⅷ
• 英文抄錄 x
• 제 1 장 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구 문제 4
• 1.3 용어의 정의 6
• 1.4 연구의 범위와 제한점 8
• 1.5 연구의 의의 8
• 제 2 장 관계문헌 고찰 10
• 2.1 EFL 교사교육의 평생교육적 의의 10
• 2.2 교수리더십 12
• 2.2.1 성인영어교수자의 교수리더십 개념과 구성요소 12
• 2.2.2 교수리더십의 성인교육적 의의 22
• 2.2.3 성인영어교수자의 교수리더십 측정도구의 개념화 24
• 2.3 영어자아개념 25
• 2.3.1 학업자아개념의 개념과 구성요소 25
• 2.3.2 영어자아개념의 중요성 27
• 2.4 셀프리더십 29
• 2.4.1 셀프리더십의 개념과 구성요소 29
• 2.4.2 학습차원에서 셀프리더십의 중요성 32
• 2.5 영어교사효능감 34
• 2.5.1 교사효능감의 개념과 구성요소 34
• 2.5.2 영어교사효능감의 특징 37
• 2.6 교육만족 38
• 2.6.1 교육만족의 개념과 구성요소 38
• 2.6.2 교육만족의 특징 41
• 2.7 교수리더십, 영어자아개념, 셀프리더십, 영어교사효능감, 교육만족의 관계 44
• 2.7.1 교수리더십, 셀프리더십, 영어교사효능감, 교육만족의 관계 45
• 2.7.2 셀프리더십, 영어교사효능감, 교육만족의 관계 48
• 2.7.3 영어교사효능감과 교육만족의 관계 50
• 2.7.4 영어자아개념, 셀프리더십, 영어교사효능감, 교육만족의 관계 51
• 제 3 장 연구방법 56
• 3.1 연구모델 설계 56
• 3.2 연구대상 59
• 3.3 측정도구 62
• 3.4 자료수집 68
• 3.4.1 예비조사 68
• 3.4.2 본조사 69
• 3.4.3 탐색적 요인 분석 70
• 3.4.4 신뢰도 분석 73
• 3.5 자료분석 74
• 제 4 장 연구결과 77
• 4.1 변인의 특성 및 변인 간 상호상관 행렬 77
• 4.1.1 변인의 평균과 표준편차 77
• 4.1.2 측정변인 간 상호상관 행렬 78
• 4.2 CFA 측정모델의 설정 및 분석 80
• 4.2.1 CFA 측정모델의 설정 81
• 4.2.2 모수치 추정 결과 82
• 4.3 초기 구조방정식모델의 분석 86
• 4.3.1 부합도 평가 결과 86
• 4.3.2 구조경로의 유의성 검정 88
• 4.4 최종 구조방정식모델의 개발과 분석 90
• 4.4.1 부합도 평가 결과 90
• 4.4.2 모수치 추정 결과 91
• 4.4.3 매개 효과 검정 93
• 4.4.4 인과효과 분해 96
• 4.4.5 직접효과 영향력 크기 비교 97
• 4.5 논의 102
• 4.5.1 교수리더십, 셀프리더십, 영어교사효능감, 교육만족의 관계 103
• 4.5.2 교수리더십, 셀프리더십, 교육만족의 관계 107
• 4.5.3 교수리더십, 영어교사효능감, 교육만족의 관계 109
• 4.5.4 영어자아개념, 셀프리더십, 영어교사효능감, 교육만족의 관계 112
• 4.5.5 영어자아개념, 셀프리더십, 교육만족의 관계 116
• 4.5.6 영어자아개념, 영어교사효능감, 교육만족의 관계 118
• 제 5 장 요약, 결론 및 제언 121
• 5.1 요약 121
• 5.2 결론 123
• 5.3 제언 126
• 참고문헌 131
• 부 록 155

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