초등 교사의 학습분석역량(Learning Analytics Competency) 제고를 위한 교사 연수의 질적 결정요인 탐색 = A Study on Quality Determinants of Teacher Professional Development to Improve Elementary Teachers' Learning Analytics Competency

다국어 초록 (Multilingual Abstract)

This study aims to explore the quality determinants of teacher professional development(PD) designed to enhance elementary teachers' Learning Analytics Competency(LAC) in the context of the rapidly changing educational environment. To achieve this, a survey was conducted with 156 elementary school teachers nationwide, and the collected data were analyzed using hierarchical regression analysis. The results revealed that qualitative factors - specifically 'applicability' and 'self-efficacy' - are significantly stronger predictors of LAC than quantitative factors like training hours. The findings also confirmed that the factors influencing LAC varied across its sub-domains (Interpretation, Implementation, Communication, and Pedagogy). These results suggest that, to effectively enhance teachers' learning analytics competency, PD policies must prioritize practical relevance and affective support to foster self-efficacy rather than merely expanding physical training hours.