중학교 통합교과의 전공일치여부가 교사의 효능감과 직무 만족도에 미치는 영향 = Effects of the consistency between teacher's major and integrated subject of middle school curriculum on the efficacy and job satisfaction of the teacher

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the effects of the consistency between the teacher's major and integrated subject of the Middle School curriculum they teach on the efficacy and job satisfaction of the teacher.
The subjects were selected from 1,757 teachers who were teaching Sociology or Technology/Home Economics in 298 private and public middle schools located in Gyeongsangbuk-do considering the number of classes and teachers, and school distribution rate. From the selective process, 175 schools were selected and the final subjects were 550 teachers in those schools.
Survey has been performed and 382 collected answers were analyzed statistically. The following are the results of the analysis.
First, the teachers who had consistency with their majors with what they taught as the integrated subject showed higher efficacy. It confirmed that the consistency between major and teaching subject would be the factor influencing the efficacy of the teacher absolutely. Those who have inconsistency between their major and what they taught had lower efficacy because they lacked the expertise in what he taught.
Second, the teachers who had consistency with their majors with what they taught as the integrated subject showed higher job satisfaction. It confirmed that the consistency between major and teaching subject would be the factor influencing the job satisfaction of the teacher. Those who have inconsistency between their major and what they taught had lower job satisfaction because they felt big burden of the preparation time and efforts.
To solve this problem, there should be various countermeasures such as dividing the integrated subjects into independent segments in order to enhance the efficacy and job satisfaction of the teacher who had to teach subjects other than their major subjects and providing them with sufficient training opportunities.
Additionally, teachers who teach the integrated subject should recognize and acknowledge the new educational environments and make efforts to enhance their expertise in what they taught. Moreover, there should be researches and studies to discover methods to overcome the differences or discrepancies between what they learned as a major and what they should teach as the integrated subject.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어 정의 = 3
• 4. 연구 범위 및 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 통합교과 교육의 실태 및 문제점 = 6
• 2. 교사 효능감 = 8
• 3. 직무만족도 = 13
• Ⅲ. 연구 가설 = 18
• Ⅳ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 측정 도구 = 20
• 3. 자료 수집 = 22
• 4. 자료 처리 = 22
• Ⅴ. 연구 결과 = 23
• 1. 전공일치여부에 따른 교사 효능감 차이 = 23
• 2. 전공일치여부에 따른 직무만족도 차이 = 24
• Ⅵ. 논의 = 26
• 1. 통합교과의 전공일치여부와 교사 효능감의 관계 = 26
• 2. 통합교과의 전공일치여부와 직무만족도의 관계 = 27
• Ⅶ. 결론 및 제언 = 29
• 참고 문헌 = 31
• <부록 1> 교사 효능감 척도 = 35
• <부록 2> 교사 직무만족도 척도 = 37
• 영문 초록 = 39