敎師의 發達段階와 效能感과의 關係 硏究

다국어 초록 (Multilingual Abstract)

This study is to examine closely relation with primary school teacher's development process and self-efficacy.
The objectives of this study are as follows:
1. What features are teacher's development process by background special quality(sex, age, career, position)?
2. What difference is in teacher's self-efficacy level by background special quality(sex, age, career, position, area)?
3. Examine relation with self-efficacy closely to be with teacher's development process.
Teacher's development process chose by 6 steps of survival step, growth step, maturity stage, professional frustration step, promotion intention step and stability·stagnation step through preceding researches to achieve purpose of such research, and self-efficacy chose important 6 policies about items of proposition to school, interaction with upper levels, important decision of school, new operation promotion, school plan amendment suggestion and important policy on lessons. 5 background distinctive qualities are of sex, age, teaching profession career, position, and school location.
320 teachers of 25 primary schools in Chollado-bukdo were analyzed using method of question investigation research, and research that used teacher's development process questionnaire who Yoon, Hong-Ju made and questionnaire about teacher's self-efficacy who G. H. Moeller made.
Summarized result of this research is same as following.
1. Feature of teacher's development process showed a little bit higher than middle at growth step and stability·stagnation step, and there are many interests in operation under charge and teaching-learning activities, and they are progressive to development of teaching learning method and appeared their pride and sense of security in teaching profession. ①By distinction of sex, female teachers experience less professional frustration and male teachers show much interested in promotion. ②When age and career are less, less professional frustration is showed, and there are many interests in promotion have age and much careers and appeared that pride is and tries to prove professionalism in school operation or teaching-learning. ③Interest degree about promotion of chief teacher appeared higher than teacher as position and appeared that pride is and tries for professionalism height to teaching-learning in operational aspect.
2. Self-efficacy level of teacher's background special quality is ①higher in male teacher and chief teacher than female teacher and common teacher. It also appeared to be higher in teachers of 40-49 years old, teachers with 11-25 years of teaching career and teachers who work in town, township than teachers who are younger than 29 years old, with less than 10 years of teaching career and work in city area. ②teacher's sense of effectiveness level that show relevant difference as fluent analysis a result distinction of sex, age, career, position appear.
3. Low rank factor of teacher's development process and correlation between senses of effectiveness appeared that relation between self-efficacy shows the highest officer with promotion intention step. Teacher's self-efficacy explained by teacher's development process whole appeared by 80.6%, and teacher's development process that explain most teacher's self-efficacy during this showed by about 73.1% by promotion intention step.
Study result based on above is as follows
1. Features of teacher development process are ①there is difference between man and woman for maturity stage, professional frustration grade and promotion intention stage, ②age or career shows relevant difference at survival step, professional frustration step and promotion intention step. ③Growth step and stability·stagnation step do not show relevant difference by distinction of sex, age or career.
2. Self-efficacy level of teacher's background special quality is higher in female teacher and common teacher than male teacher and chief teacher. It also appeared to be higher in teachers of 40-49 years old, teachers with 11-25 years of teaching career and teachers who work in town, township than teachers who are younger than 29 years old, with less than 10 years of teaching career and work in city area.
3. 80.6% of teacher's self-efficacy explained by teacher's whole development process explained quite large portion of it. Whole self-efficacy can explain 73.1% for promotion intention step, 4.3% for growth step and 1.4% for maturity stage. Also, promotion intention step is clearing the most important factor in forecasting teacher's self- efficacy.

목차 (Table of Contents)

• 목차
• ABSTRACT = iv
• I. 서론 = 1
• A. 문제의 제기 = 1
• B. 연구의 목적 = 4
• II. 이론적 배경 = 5
• A. 성인발달이론 = 5
• 1. 발달과업 이론 = 6
• 2. 발달단계 이론 = 9
• B. 교사발달의 개념 = 12
• C. 교사발달 모형 = 16
• 1. 교직경력 강조 모형 = 19
• 2. 인지발달 강조모형 = 30
• D. 우리 나라에서의 교사발달에 관한 선행연구 고찰 = 34
• E. 교사의 효능감 이론 = 40
• 1. 효능감의 개념 = 40
• 2. 교사의 효능감 요인 = 41
• 3. 효능감의 사회적 행동 결과 = 42
• III. 연구의 방법 = 44
• A. 표집 = 44
• B. 도구 = 44
• C. 자료처리 = 46
• IV. 결과 분석 및 해석 = 48
• A. 교사발달단계에 대한 특징 분석 = 48
• 1. 교사들의 성별에 따른 발달단계의 특징 = 48
• 2. 교사들의 연령에 따른 발달단계의 특징 = 49
• 3. 교사들의 경력에 따른 발달단계의 특징 = 51
• 4. 교사들의 직위에 따른 발달단계의 특징 = 52
• B. 배경특성에 따른 교사의 효능감 수준 분석 = 53
• C. 교사발달단계와 효능감과의 관계 분석 = 54
• 1. 교사발달단계와 효능감과의 상관관계 = 54
• 2. 교사발달단계와 효능감과의 중다회귀분석 = 55
• V. 요약, 결론 및 제언 = 57
• A. 요약 = 57
• B. 결론 및 제언 = 59
• 참고문헌 = 60
• 부록 = 63