교직헌신도와 교사효능감이 초등교사의 심리적 안녕감에 미치는 영향 = Teacher Efficacy and Commitment to Teaching on elementary school teachers’ Psychological Well-Being

국문 초록 (Abstract)

교사의 삶의 질에 대한 문제는 교사가 교육에 가장 큰 영향을 주는 요인 중 하나이며 그들의 삶의 질이 아동의 성장과 발달에 직접적인 영향을 미치게 된다는 점에서 매우 중요한 연구이다. 본 연구에서는 개인의 삶의 질을 설명하는 데 있어서 개인의 주관적인 만족뿐만 아니라 한 개인이 사회 구성원으로서의 역할을 얼마나 잘 수행하는지에 대한 측면까지도 포함하는 개념인 심리적 안녕감을 살펴봄으로써 초등교사의 삶의 질에 관해 연구하고자 하였다. 따라서 초등교사의 배경변인(성별, 결혼유무, 경력, 직위, 담당학년)에 따른 심리적 안녕감의 차이를 분석하고, 선행연구 분석을 통해 초등교사의 심리적 안녕감에 영향을 주는 요인으로 교사효능감과 교직헌신도를 설정하여 교사효능감과 교직헌신도, 심리적 안녕감의 상관관계 및 교사효능감과 교직헌신도가 초등교사의 심리적 안녕감에 미치는 영향에 대해 살펴보고자 하였으며 나아가 교사효능감, 교직헌신도가 심리적 안녕감과 유의한 상관관계를 갖고 영향을 미치는 변인으로 규명되었을 때 변인들 간의 상호작용 효과가 존재하는지 분석하였다. 연구문제를 중심으로 연구결과를 살펴보면 다음과 같다.
첫째, 초등교사의 배경변인(성별, 결혼유무, 경력, 직위, 담당학년)에 따른 심리적 안녕감의 차이를 분석한 결과 성별, 결혼유무, 직위는 심리적 안녕감의 차이에 영향을 미치지 못하였다. 하지만 본인이 경력(5년 이하, 6년-10년, 11-15년, 16-20년, 20년 이상)은 심리적 안녕감 중 개인적 성장에 차이를 보였으며 경력 5년 이하의 교사와 6년-10년 경력의 교사가 20년 이상의 교사보다 심리적 안녕감이 높게 나타났다.
둘째, 교사효능감, 교직헌신도, 심리적 안녕감 세 변인 간의 상관관계를 분석한 결과, 세 변인은 각각 서로 유의한 정적 상관을 나타냈다. 교사효능감과 교직헌신도의 모든 하위영역이 심리적 안녕감과 높은 상관관계를 나타내었다. 즉, 교사효능감이 높을수록 심리적 안녕감이 높았고 교직헌신도가 높을수록 심리적 안녕감도 높았다.
셋째, 교사효능감과 교직헌신도가 심리적 안녕감에 미치는 영향을 분석한 결과 교사효능감의 하위영역 중 자기조절 효능감과 자신감이 심리적 안녕감을 통계적으로 유의하게 예측하였으며 교직헌신도의 하위영역 중 전문의식이 심리적 안녕감을 통계적으로 유의하게 예측하였다.
넷째, 교직헌신도와 심리적 안녕감간의 관계에서 교사효능감의 조절효과를 분석한 결과 교사효능감과 교직헌신도의 상호작용, 자기조절효능감과 전문의식의 상호작용, 전문의식과 자신감의 상호작용 모두 통계적으로 유의하게 나타나지 않았다. 하지만 전문의식과 자신감의 경우 심리적 안녕감의 일부 하위요인 중 긍정적 대인관계와 환경통제력에서 통계적으로 유의한 상호작용 효과를 나타내었다. 즉 동일한 전문의식을 가진 교사라도 긍정적 대인관계와 환경통제력에서는 자신감이 조절효과를 가지기 때문에 심리적 안녕감의 수준이 다르게 나타났다.

다국어 초록 (Multilingual Abstract)

The goal of this study is to examine the relationships between three factors including Teacher Efficacy, Commitment to Teaching, Psychological Well-Being and the effect of Teacher Efficacy and Commitment to Teaching on elementary school teachers' Psychological Well-Being. By analyzing the factors that affect Psychological Well-Being of elementary school teachers, this study would provide basic information that would increase elementary school teacher's Psychological Well-Being and help enhance the quality of elementary education.
To meet theses purpose, the research questions were set up as follows:
1. How is elementary school teacher's Psychological Well-Being? Are there any differences according to background (distinction of sex, position, career of teaching, marriage status, grade in charge)?
2. How is the correlation between Teacher Efficacy, Commitment to Teaching and elementary school teacher's Psychological Well-Being?
3. How are the effects of Teacher Efficacy and Commitment to Teaching on elementary school teacher's Psychological Well-Being?
4. Are there any effects of Teacher Efficacy as moderator on the relations between Commitment to Teaching and elementary school teacher's Psychological Well-Being?
The tool for measuring the degree of Psychological Well-Being is Psychological Well-Being Scale(PWBS) with 46 questions developed by Ryff(1989) and revised by Kim Myeong-So, Kim Hae-Won, Cha Myeong-Ho(2001). The tool for measuring the Commitment to Teaching is Commitment of Teaching Questionnaire(CTQ) with 15 questions developed by Rho, Jong Hee(2004) and the tool for measuring the Teacher Efficacy is Teacher Efficacy Scale with 25 questions developed by Lee Hyun Jeong(1998) and verified by Kim A Young and Kim Mi Jin(2004).
A questionnaire survey of 220 elementary school teachers in D metropolitan city were processed in which 199 were used to analyze the result of this study. To investigate research questions of this study, the collected data was analyzed as follows:
Independent t-test and one way ANOVA were conducted to examine differences of elementary school teacher's Psychological Well-Being according to background variables. The correlation analyses were conducted to examine the correlation between three factors including Teacher Efficacy, Commitment to Teaching, Psychological Well-Being. Multiple regression analyses were conducted to know the effect of Teacher Efficacy and Commitment to Teaching on elementary school teacher's Psychological Well-Being. Hierarchial regression analyses were conducted to know the effects of Teacher Efficacy as moderator on the relations between Commitment to Teaching and elementary school teachers' Psychological Well-Being.
The collected data were analyzed by using statistical program, SPSS 18.0 (Statistical Package for the Social Science)
The main results of this study are summarized as follows:
First, Psychological Well-Being of elementary school teachers were analyzed by identifying if there is a difference of background variables such as the career of teaching, the grade in charge, and marriage status. Regarding Psychological Well-Being by the career of teaching, the teachers whose career is less than 10 years was higher than the teachers whose career is more than 20 years. Regarding Psychological Well-Being by the grade in charge and marriage status, the subject teachers were higher than the 5th-6th grade homeroom teachers and the unmarried teachers were higher than the married teachers.
Second, the correlations between Teacher Efficacy, Commitment to Teaching, Psychological Well-Being were analyzed. There was a significant positive correlation between Teacher Efficacy and Psychological Well-Being, Commitment to Teaching and Psychological Well-Being. Also there was a significant positive correlation between Teacher Efficacy and Commitment to Teaching.
Third, the effects of Teacher Efficacy and Commitment to Teaching on Psychological Well-Being were analyzed. The subscales of Teacher Efficacy such as self-control and confidence showed statistically significant effect of teachers’ Psychological Well-Being. The subscale of Commitment to Teaching such as professional consciousness showed statistically significant effect of teachers’ Psychological Well-Being.
Fourth, the effects of Teacher Efficacy as moderator on the relations between Commitment to Teaching and elementary school teachers' Psychological Well-Being were analyzed. The results indicated that the Teacher Efficacy didn't work as a moderator in relation of Commitment to Teaching and elementary school teachers' Psychological Well-Being. But a subscale of Teacher Efficacy, confidence worked as a moderator between professional consciousness and Positive Relation with Others, professional consciousness and Environmental Mastery.

Key words : Psychological Well-Being, Commitment to Teaching, Teacher Efficacy, moderator, elementary school teachers

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 5
• 4. 연구의 범위 6
• Ⅱ. 이론적 배경 8
• 1. 심리적 안녕감 8
• 2. 교사효능감 15
• 3. 교직헌신도 20
• Ⅲ. 연구 방법 29
• 1. 연구대상 29
• 2. 측정도구 30
• 3. 자료분석 32
• Ⅳ. 연구 결과 34
• 1. 주요 변인 기술 통계값 34
• 2. 배경 변인에 따른 심리적 안녕감의 차이 35
• 3. 교사효능감, 교직헌신도, 심리적 안녕감 간의 상관관계 40
• 4. 교사효능감과 교직헌신도가 심리적 안녕감에 미치는 영향 43
• 5. 교직헌신도와 심리적 안녕감의 관계에서 교사효능감의 조절효과 51
• Ⅴ. 논의 54
• Ⅵ. 결론 및 제언 63
• 참고문헌 65
• ABSTRACT 70
• <부록 1>교사용 설문지 73