제한 높이 사분트리를 이용한 공간 정보 출혁기의 설계 및 구현

강호수(Ho-Soo Kang),이병욱(Byung-Wook Lee) 대한전자공학회 1996 대한전자공학회 학술대회 Vol.1996 No.11

교사 효능감에 영향을 미치는 교사학습공동체의 특성 탐색 연구

강호수(Kang, Ho Soo),김지혜(Kim, Ji-Hye),송승원(Song, Seungwon),김한나(Kim, Hannah) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.4

본 연구는 교사의 효능감에 영향을 미치는 교사학습공동체의 주요 특성들에 관한 탐색적 연구로 OECD의 Teaching and Learning International Survey(TALIS) 2008 에 참여한 우리나라 중학교 교사들의 설문 자료를 이용해 위계적 선형 모형으로 분석하였다. 연구 결과 첫째, 교사학습공동체의 다섯 가지 구성요소를 하나의 변인으로 통합해 분석해 본 결과, 교사학습공동체 변인은 교사효능감에 통계적으로 유의미한 긍정적 영향을 미치는 것으로 나타났다. 둘째, 효과적인 교사학습공동체의 다섯 가지 구성요소를 각각의 독립 변인으로 나누어 분석한 결과 비전 공유, 성찰, 실천의 탈사유화, 협력의 네 가지 요인이 종속 변인인 교사효능감에 통계적으로 유의미한 긍정적 영향을 미치고 있었다. 이와는 대조적으로 교사학습공동체의 한 가지 구성요소인 학생의 학습에 중점을 두어야 함을 나타내는 변인은 교사효능감에 통계적으로 유의미한 영향을 미치지 않는 것으로 나타났다. 셋째, 교사 개인 변인 분석 결과, 석사 이상의 학위를 소유한 교사들이 학사 학위를 취득한 교사들보다 교사효능감이 높게 나왔다. 본 연구는 현재 교직 사회에서 문제로 지적되고 있는 저하된 교사 효능감을 향상시키기 위한 하나의 방안으로 교사학습공동체를 제시하고 그 구성 요인들의 효과성을 실증적으로 분석했다는 점에서 앞으로 교사학습공동체 관련 정책을 수립하고 집행함에 있어서 참고 자료로 사용될 수 있을 것으로 기대된다. The purpose of this study is to explore the characteristics of professional learning communities affecting teacher efficacy. We used the sample of 2,172 teachers of 131 Korean middle schools who participated in Teaching and Learning International Survey(TALIS) 2008 implemented by Organization for Economic Cooperation and Development(OECD). We employed hierarchical linear modeling for this study. The results of the study indicated that a composite variable, professional learning community, was positively correlated to the teacher efficacy. In addition, among the five core characteristics of effective professional learning communities, four characteristics which were shared vision, reflection, de-privatization of practice, and collaborative activities were positively associated with teacher efficacy. In contrast, ‘focus on learning’ variable was not a statistically significant predictor of teacher efficacy. Further, the highest educational degree as one of the teacher background variable was positively correlated with teacher efficacy. With respect to teacher education perspective, we hope that this study be used as a basic research to provide what policy makers need to consider in order to enhance teacher efficacy, which has been one of the most serious problems in current teacher education in Korea.

A교육청 조직문화에 대한 구성원 인식 탐색 연구: Bolman과 Deal의 조직 프레임을 중심으로

강호수 ( Kang Ho Soo ),백병부 ( Baek Byoung-bu ),장덕호 ( Jang Deok-ho ),오재길 ( Oh Jae-gil ),김한나 ( Kim Hannah ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.4

The purpose of this study is to analyze the characteristics in the organizational culture of “A” Provincial Office of Education based on Bolman and Deal’s four (structural, human resource, political, symbolic) frames. The results are as follows. From the perspective of the structural frame, it has been found that there are severe shift of responsibility between the departments due to the tasks that are not clearly distinguished. From the frame of human resource, most of the members have a specific desire for personal interests such as promotion. From the political frame, there is a conflict between the members in the office and outside the organization. From the symbolic frame, the voluntary practice of vision is lacking. In order to improve the organizational culture of the office of Education, it should increase the coherence between the implementation policy and the projects. Also, it is necessary to reorganize the guidelines to prevent communication between departments. Furthermore, it is necessary to support training for the development of competence of the employees and to make a tradition that all the members can actively participate in the decision making process. Further, it is necessary to reform the one-sided administrative practices and we need to derive productive conflict management methods. And rituals and symbols should be created so that it can become the Office of Education leading the organizational culture.

교과 및 교수 전문성 향상에 영향을 미치는 교사 전문성 개발 활동의 특성 탐색 연구

강호수(Kang, Ho Soo),김한나(Kim, Hanna) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.6

본 연구는 교사의 교과 및 교수 전문성 향상에 영향을 미치는 교사 전문성 개발 활동의 주요 특성들에 관한 탐색적 연구로 OECD의 Teaching and Learning International Survey(TALIS) 2013에 참여한 우리나라 177개 중학교에 속한 교사 1,850명의 설문 자료를 가지고 중다회귀분석 모형을 활용하여 분석하였다. 연구 결과 첫째, 교사의 전문성 개발 활동의 특징들 중 능동적 학습 기회 변인이 교과 및 교수 전문성 향상 정도와 정적상관이 있었고, 통계적으로 유의미할 뿐만 아니라 교과 및 교수 전문성 향상 정도에 미치는 상대적 영향력이 가장 큰 것으로 나타났다. 둘째, 교사의 전문성 개발 활동의 특징들 중 지속성 변인과 공동 참여 변인은 교과 및 교수 전문성 향상 정도에 통계적으로 유의미한 영향을 미치지 않았다. 셋째, 우리나 라 중학교 교사들의 경우, 배경변인으로서의 금전적 지원 정도는 전문성 개발 참여 에 의한 교과 및 교수 전문성 향상 정도와의 통계적으로 유의미한 정적영향관계를 보인 반면 학급의 사회경제적 변인은 교과 및 교수 전문성 향상과의 관계에 있어 통계적으로 유의미한 부적영향관계를 나타냈다. 본 연구는 앞으로 효과적인 교원 전문성 개발 관련 정책을 수립하고 집행함에 있어서 고려해야 할 요소들을 선택함에 있어서 기초 자료로 사용될 수 있을 것으로 기대된다. The purpose of this study is to explore the characteristics of teacher professional development activities affecting the improvement of subject knowledge and pedagogy in the classroom. We used the sample of 1,850 teachers of 177 Korean middle schools who participated in Teaching and Learning International Survey(TALIS) 2013 implemented by Organization for Economic Cooperation and Development(OECD). We employed multiple regression analysis for this study. The results of the study indicated that “active learning” as one of the characteristics of effective teacher professional development was positively related to the improvement of subject knowledge and pedagogy in the classroom. In contrast, neither “duration” nor “collective participation” was statistically significant predictor of the improvement of subject knowledge and pedagogy in the classroom. Further, financial support as one of the control variables was positively correlated with the improvement of subject knowledge and pedagogy in the classroom. On the contrary, class SES as another control variable was negatively associated with the improvement of subject knowledge and pedagogy in the classroom. In terms of teacher education perspective, we hope that this study be used as a basic research to provide what policy makers need to consider in order to improve subject knowledge and pedagogy in the classroom.

초등교원 양성기관의 교육과정 및 교수·학습 방법이 현직 교원의 전문성 인식에 미치는 영향

강호수 ( Kang Ho Soo ),백선희 ( Paik Sunhee ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.3

The purpose of this study is to examine the influence of elementary school teacher education program on teachers' perception of professionalism. For the study, survey data of 361 elementary school teachers in Gyeonggi Province were collected and analyzed. The results, by employing descriptive analysis, showed that elementary school teachers recognized that relationship and communication, instruction design and analysis in the practice field, establishment of educational philosophy, and reflection are important for promoting teacher professionalism. Additionally, the practicum class had relatively large positive effects in all areas of knowledge, practice, and personality domains compared to other classes (teaching profession, major, major intensive, liberal arts). The in-depth major courses were found to have a positive effect on the practical and knowledge domains, while education and liberal arts classes had a positive effect on the personality domain. In terms of teaching and learning methods, the teachers reported that lecturing was the most frequently used method and class using presentation was followed. Relatively, other methods such as team projects, discussion were less experienced by the participating teachers. In all four courses, the teachers recognized that the practicum class was the most helpful in enhancing professionalism, and they recognized that the presentation class was followed by the practicum class. Based on the research results, implications for improving the curriculum of elementary school teacher training institutions were presented.

The relationship between teacher collaboration, self-efficacy, and job satisfaction in Korea

강호수(Kang, Ho Soo),구남욱(Koo, Namwook) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.15

목적 본 연구의 목적은 교사 협력, 자기효능감, 직무만족도의 구조적 관계를 분석하는 것이다. 방법 이를 위하여 OECD에서 국제적인 관점에서 교사들의 다양한 정보들을 수집한 Teaching and Learning International Survey (TALIS) 2013 자료 중 한국 자료를 구조방정식 모형을 활용하여 분석하였다. 결과 분석 결과는 다음과 같다. 첫째, 교사의 자기효능감은 교사의 직무만족도에 긍정적인 영향을 미쳤다. 둘째, 교사 협력은 교사의 자기효능감에 긍정적인 영향을 미쳤다. 셋째, 교사 협력은 교사의 직무만족도에 긍정적인 영향을 미쳤다. 넷째, 교사 자기효능감은 교사 협력과 교사 직무만족도 사이의 매개 변인의 역할을 하는 것으로 나타났다. 결론 본 연구 결과는 앞으로 교사의 직무만족도 향상을 위해 교원교육이 정책이 교사의 협력 활동과 교사의 자기효능감을 높이는 방향으로 진행되어야 한다는 시사점을 제공한다. Objectives The purpose of this study was to examine the structural relationship between teacher collaboration, self-efficacy, and job satisfaction in Korea. Methods The Korean teacher data from Teaching and Learning International Survey (TALIS) 2013, which collected various information on teachers from an international perspective by 0ECD, was analyzed using a structural equation model. Results The results are as follows. First, teachers self-efficacy had a positive effect on teachers’ job satisfaction. Second, teacher collaboration had a positive effect on teachers self-efficacy. Third, teacher collaboration had a positive effect on teachers’ job satisfaction. Fourth, the teachers’ self-efficacy was found to be a mediating variable between teacher collaboration and teachers’ job satisfaction. Conclusions The results of this study provide implications that the teacher education policy should be implemented in the direction of simultaneously increasing the teachers collaborative activities and the teachers’ self-efficacy in order to enhance teachers job satisfaction.

분산적 리더십이 교사의 자기 효능감 및 직무 만족도에 미치는 영향

강호수 ( Hosoo Kang ),김한나 ( Hannah Kim ),구남욱 ( Namwook Koo ) 인문사회 21 2021 인문사회 21 Vol.12 No.1

The purpose of this study was to investigate the effect of distributed leadership on teachers’ self-efficacy and teachers’ job satisfaction. For this study, we used data from Korean teachers participating in the Teaching and Learning International Survey (TALIS) administered by the OECD. This study applied a mediation analysis based on a structural equation model to TALIS data. The results from the mediation analysis are as follows: First, distributed leadership had a positive effect on teachers’ job satisfaction. Second, distributed leadership affects teachers’ self-efficacy. Third, teachers’ self-efficacy affects their job satisfaction. Fourth, distributed leadership affects teachers’ job satisfaction through their self-efficacy. Finally, implications were presented based on the research results.

초, 중, 고등학교 교사 연수와 직업 만족도와의 관계

강호수(Ho Soo Kang) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.2

Using the data from The Study on the Actual Status and the Quality in School Education in Korea, this study examines the relationship between high-quality PD workshops and teacher job satisfaction. Specifically, I use a teacher satisfaction score of PD workshops in which the teachers participated as a proxy of high-quality PD workshops. For the purpose of this study, correlation analysis was employed. The results indicate that 1) elementary school teachers tend to attend high-quality PD workshops more than secondary school teachers, and 2) high-quality PD workshops are statistically, positively correlated with teacher job satisfaction in elementary, middle, and high schools. The implications are also discussed.

중학교 교사의 전문성개발 활동과 학습자중심수업의 관계 분석 연구

강호수(Ho Soo Kang) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.8

본 연구의 목적은 경기교육종단연구(Gyeonggi Educational Panel Study) 자료 중 2016년에 수집된 5차 년도 중학교 교사 및 학교 자료를 활용하여 교사의 전문성개발 활동과 학습자중심수업의 관계를 분석하는 것이다. 교사를 1수준으로, 학교를 2수준 으로 하는 위계적 선형모형을 활용하여 분석한 결과, 첫째, 교수·학습방법과 관련된 일반직무 및 자율 연수 참여가 학습자중심수업과 통계적으로 유의미한 관계가 있는 것으로 나타났다. 둘째, 장학 관련 활동들 즉, 수업 공개, 수업 참관, 교육청 주관의 컨설팅 및 협의회 참여는 학습자중심수업 활동과는 통계적으로 유의미한 관계가 없는 것으로 밝혀졌다. 셋째, 공식적인 교사전문성개발 활동으로서의 연수와 장학과는 대조적으로 비공식적으로 교사 간 이루어지는 협력이 학습자중심수업과 통계적으로 유의미한 관계가 있는 것으로 나타났다. 마지막으로, 본 연구의 결과를 바탕으로 교사전문성개발 활동에 대한 시사점을 제시하였다. The purpose of this study is to analyze the relationship between teacher professional development activities and learner-centered instruction using the fifth grade middle school teachers and school data collected in 2016 in the Gyeonggi Educational Panel Study(GEPS). The results of analyzing data by using a hierarchical linear model are as follows. First, there was a statistically significant relationship between workshops related to teaching and learning methods and learner-centered instruction. Second, there was no statistically significant relationship between the various activities related to supervision and learner-centered instruction. Third, in contrast to workshops and supervision as formal teacher professional development activities, there was a statistically significant relationship between informal collaboration among teachers and learner-centered instruction. Finally, based on the results of this study, implications on teacher professional development were described.

교육공무직원 역량 개발을 위한 교육요구도 분석

이민영(Lee Minyoung), 강호수(Kang Ho Soo), 김흥복(Kim Heung) 숭실대학교 영재교육연구소 2020 Global Creative Leader Vol.10 No.4

The purpose of this study is to derive the basic and job competencies that educational officialsare equipped with in Gyeonggi-do and to seek ways to develop their competency through theanalysis of educational needs. To this end, first, interviews were conducted with two principals,one vice-principal, three administrative department heads, three heads of school affairs, and 12educational officials and established a competency pool of educational officials. Then, through asurvey, we looked at the priorities of competencies and preferred teaching methods. The surveytargets were divided into 25 educational support offices in Gyeonggi-do, and 15% of all schoolswere sampled by school level (elementary, middle, and high). Of the total 455 copies collected,451 copies with valid responses were used for analysis. The priority of competency was analyzedusing t-test, Borich demand, and The Locus for Focus Model, and the preferred education methodwas analyzed using descriptive statistics. The results shows that the 1st and 2nd ranks of thebasic competencies were flexibility and self-esteem, and the 1st and 2nd ranks of the jobcompetencies were the ability to express intention and the field orientation. The preferred formof education was a blended learning using both online and offline, the preferred place ofeducation was the regional education support office, and the preferred education period wassummer vacation and winter vacation. Based on the results, strategies for competencydevelopment of educational officials were presented.