초등학교 교사의 교직헌신도와 교사효능감과의 관계 = The Relationship between the Commitment to Teaching and Teacher Efficacy of Elementary School Teachers|RISS 상세보기

다국어 초록 (Multilingual Abstract)

The goal of this study is to maximize the efficiency of education through reflecting the result extracted by studying the influence and relation degree between the commitment to teaching and teacher efficacy after examining the commitment to teaching and efficacy of teachers who are the subject of education action to education administration.
Concrete issues of study for attaining this study goal are as follows :
First is to examine how the teacher's commitment to teaching is being perceived in accordance with the background variables of teachers (distinction of sex, by the career of teaching, by age, by position, by foundation, by school scale) in school organization.
Second is to examine which difference there is in accordance with the background variables(distinction of sex, by the career of teaching, by age, by position, by age, by position, by foundation, by school scale) in the efficacy of teacher.
Third is to examine which correlation there is between the elementary teachers' commitment to teaching and efficacy of them in school organization.
As for study method, this researcher tried to examine which correlation there is between commitment to teaching and the efficacy of teachers through literature study and survey study. This researcher made theoretical background through literature study and preceding study and executed survey study through questionnaire.
As for the survey subject to use questionnaire, really used questionnaires were 801 copies by excepting 8copies of questionnaires that answer is insincere or handling is hard out of 809 copies of collected questionnaires after distributing questionnaire to 850 teachers who work at 37 elementary schools located in Seoul and Gyeonggi-Do province.
Tool for measuring the commitment to teaching is 15 question items of commitment to teaching questionnaire studied and developed by Rho, Jong Hee(2004), and tool for measuring the efficacy of teacher is 25 question items that question items were chosen, corrected and rearranged suitably for the goal of study about the measure of efficacy of teachers that Lee, Hyun Jeong(1998) developed and Park, Kwan Sung(1999) verified. Reliability( Cornbach's a) coefficients of each measurement tool were .825 and .789.
About collected questionnaire, average and standard deviation were obtained with SPSSWIN(version 12.0) program. And, for difference verification, T-verification and F-verification were used. And, in case that average value showed the difference among groups, post verification method was used with Scheffe test. So as to analyze correlation and influence degree among each variable, P-Correlation Analysis and Multiple Regression Analysis were used. Positive analysis was verified at significant level p<.05, p<.01, and p<.001.
To summarize the result obtained in this study through this study course is as follows :
First, as for the teachers' commitment to teaching, whole average (M=3.93) was high relatively, education love was highest, and there were professional consciousness and passion in order. As for the recognition level of the teachers' commitment to teaching which is based on background variables, female teachers showed higher than male teachers, and career of teaching(age) is high, it showed high, chief of teachers showed higher than general teachers. Teachers' commitment to teaching by foundation and by school scale were at similar level. As for the difference by individual, significant difference showed at the distinction of sex in professional consciousness, and it showed at the distinction of sex, teaching career, age, and position in education, and it showed at the distinction of sex in passion, and the difference by school foundation and school scale didn't show significant difference over whole items.
Second, as for the teacher efficacy, whole average(M=3.42) was high relatively, and self-control efficacy was highest, and preference of difficult degree of subject and confidence showed in order. As for the recognition level of efficacy of teachers which is based on background variables, male teachers showed higher than female teachers, and it showed high, as teaching career(age) is many, and chief of teachers showed higher than general teachers. As for it by foundation and by school scale, similar level showed among each group. As for the difference by individual, there was significant difference at teaching career, age and position in self-control efficacy, and there was significant difference at the distinction of sex, teaching career, and position in confidence, and there was significant difference at the distinction of sex, age and position in the preference of difficult degree of subject. As for the difference by school foundation and by school scale, there was not significant difference over whole items.
Third, as for each correlation of lower variables of commitment to teaching and teachers' efficacy, static correlation(r=.596, p<.01) showed wholly, and it emerged that there is statistically significant and relatively high correlation. As for the correlation with the lower variables of commitment to teaching and teachers' efficacy, self-control efficacy, preference of difficult degree of subject, and confidence in order. And, as for the correlation with the lower variables with teachers' efficacy and commitment to teaching, education love, passion, and professional consciousness in order. By this study result, it can be seen that lower variables of teachers' efficacy and commitment to teaching have static(+) influence mutually. Out of the relation with the lower variables of commitment to teaching at elementary school and teachers' efficacy, education love and self-control efficacy showed the highest correlation, and professional consciousness and confidence is showing the lowest correlation. And, as for the fact that relation between lower variable of commitment to teaching and lower variable of teachers' efficacy shows static correlation, it can be interpreted that teachers' efficacy becomes high, as the level of professional consciousness, education love and passion is high.
Fourth, to see the influence that the variable of commitment to teaching has on the variable of teachers' efficacy, it emerged that it is explained that education love and passion variable of the commitment to education is about 41.6% in the influence to have on self-control and that passion is about 1.7% in the influence to have on confidence and that professional consciousness, education love and passion are 24.1% in the influence to have on the preference of difficult degree of subject. It emerged that all these variables have static(+) influence.
Facing education activity with passion and creed for teaching and heightening the professional quality of teachers by developing substantial and effective incumbent program to be able to motivate, so that the commitment nature may be displayed for the goal attainment of school education and by utilizing it to incumbent research study may heighten the quality of teaching all the more.

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국문 초록 (Abstract)

본 연구의 목적은 교육행위의 주체인 교사들의 교직헌신도와 교사효능감의 정도를 조사하여 둘 사이의 영향력과 관계 정도를 연구하여 도출된 결과를 교육 행정에 반영하여 교육의 효율성을 극대화시키는데 있다.
본 연구 목적을 달성하기 위한 구체적인 연구문제는 다음과 같다.
첫째, 학교조직에서 교사의 교직헌신도는 교사의 배경 변인(성별, 교직경력별, 연령별, 직위별, 설립별, 학교규모별)에 따라 어떻게 지각되고 있는가?
둘째, 교사효능감은 교사의 배경 변인(성별, 교직경력별, 연령별, 직위별, 설립별, 학교규모별)에 따라 어떤 차이가 있는가?
셋째, 학교조직에서 초등교사의 교직헌신도와 교사효능감 간에는 어떠한 상관관계가 있는가?
연구방법은 문헌연구와 조사연구를 통해 교직헌신도와 교사효능감과는 어떤 상관관계가 있는지 알아보고자 하였다. 문헌연구와 선행연구를 통해 이론적 배경으로 삼았고 설문지를 통하여 조사연구를 실시하였다.
설문지를 이용한 조사대상은 서울특별시 및 경기도에 소재하는 37개 초등학교에 근무하는 교사 850명에게 설문지를 배부하여, 회수된 설문지 809부 중 응답이 불성실하거나 처리하기 곤란한 설문지 8부를 제외하고 실제 사용한 설문지는 801부였다.
교직헌신도를 측정하기 위한 도구로는 노종희(2004)가 연구하여 개발한 ‘교직헌신 질문지(Commitment to Teaching Questionnaire : CTQ)’ 15문항이며, 교사효능감을 측정하기 위한 도구는 이현정(1998)이 개발하고 박관성(1999)이 검증한 ‘교사효능감 척도’를 연구의 목적에 맞게 문항을 선택, 수정 재배치한 25문항이다. 각 측정도구의 신뢰도(Cronbach's α)계수는 .825, .789였다.
회수된 설문지는 SPSSWIN(version 12.0) 프로그램으로 평균과 표준편차를 구하였고, 차이검증을 위하여 T-검증과 F-검증을 사용하였으며, 평균값이 집단간의 유의한 차가 보였을 경우 Scheffe test로 사후검증 방법을 사용했다. 각 변인간의 상관관계 및 영향정도를 분석하기 위하여 피어슨의 적률상관관계분석(P-Correlation Analysis)과 중다회귀분석(Multiple Regression Analysis)을 하였다. 실증분석은 모두 유의수준 p<.05, p<.01, p<.001에서 검증하였다.
이러한 연구과정을 통해 본 연구에서 얻어진 결과를 요약하면 다음과 같다.
첫째, 교사들의 교직헌신도는 전체적인 평균(M=3.93)은 비교적 높은 편이었으며, 교육애가 가장 높았고, 전문의식과 열정의 순이었다. 배경변인에 따른 교사의 교직헌신도 인식수준은 남교사보다는 여교사가, 교직경력(연령)이 많아질수록, 일반교사보다는 부장교사가 높게 나타났다. 설립별과 학교규모별은 비슷한 수준이었다. 개인별 차이는 전문의식은 성별, 교육애는 성별, 교직경력, 연령, 직위, 열정은 성별에서 유의한 차가 있었고, 전 항목에 걸쳐 학교설립별 및 학교규모별은 유의한 차가 없었다.
둘째, 교사들의 교사효능감은 전체적인 평균(M=3.42)은 비교적 높은 편이었으며, 자기조절효능감이 가장 높았고, 과제난이도 선호와 자신감의 순으로 나타났다. 배경변인에 따른 교사의 교사효능감 인식수준은 여교사보다는 남교사가, 교직경력(연령)이 많아질수록, 일반교사보다는 부장교사가 높게 나타났다. 설립별과 학교규모별은 각 집단간 비슷한 수준이었다. 개인별 차이는 자기조절효능감에서는 교직경력, 연령, 직위, 자신감에서는 성별, 교직경력, 직위, 과제난이도 선호는 성별, 연령, 직위에서 유의한 차가 있었다. 학교설립별 및 학교규모별의 차이는 전 항목에 걸쳐 유의한 차가 없었다.
셋째, 교직헌신도와 교사효능감의 하위변인 각각의 상관관계는 전체적으로 정적인 상관관계(r=.569, p<.01)를 보였으며, 통계적으로 유의한 비교적 높은 상관관계가 있는 것으로 나타났다. 교직헌신도와 교사효능감 하위변인과의 상관관계는 자기조절효능감, 과제난이도 선호, 자신감 순이었고, 교사효능감과 교직헌신도 하위변인과의 상관관계는 교육애, 열정, 전문의식 순으로 나왔다. 이러한 연구 결과는 교사효능감과 교직헌신도의 하위변인 간에는 서로 정적(+)인 영향을 주는 것을 알 수 있다. 초등학교의 교직헌신도와 교사효능감의 하위변인과의 관계 중 교육애와 자기조절효능감이 가장 높은 상관관계를 나타냈고, 전문의식과 자신감은 가장 낮은 상관관계를 나타내고 있다. 그리고 교직헌신도의 하위변인과 교사효능감의 하위변인과의 관계가 모두 정적 상관관계를 나타내는 것은 교직헌신도의 전문의식, 교육애, 열정의 수준이 높을수록 교사효능감이 높아진다고 해석할 수 있다.
넷째, 교직헌신도 변인이 교사효능감 변인에 미치는 영향력을 보면, 자기조절감에 미치는 영향은 교직헌신도의 교육애, 열정 변인이 약 41.6%, 자신감에 미치는 영향은 열정이 약 1.7%, 과제난이도 선호에 미치는 영향은 전문의식, 교육애, 열정이 약 24.1%를 설명하는 것으로 나타났다. 이들 변인들은 모두 정(+)의 영향을 미치는 것으로 나타났다.
교직에 대한 열정과 신념을 갖고 교육활동에 임하며, 학교교육의 목표달성을 위해 헌신성을 발휘할 수 있도록 동기화 시킬 수 있는 내실 있고 효과가 큰 현직 프로그램이 개발되어 현직 연수에 적극 활용하여 교사의 전문적 자질을 높인다면, 교육의 질은 한층 높아질 것이다.

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본 연구의 목적은 교육행위의 주체인 교사들의 교직헌신도와 교사효능감의 정도를 조사하여 둘 사이의 영향력과 관계 정도를 연구하여 도출된 결과를 교육 행정에 반영하여 교육의 효율성...