교사의 전문성 개발 참여에 미친 학교 수준 변인의 영향

국문 초록 (Abstract)

본 연구에서는 참여적 학교풍토와 학교의 물리적 여건 및 특징 요인(교사평가 빈도, 의도 적인 학습 지원으로서 시간적·금전적 지원, 학교규모, 학교의 SES로서 저소득층 출신 학생 비 율)이 교사의 전문성 개발 활동에 미치는 효과를 확인하였다. 특히, 본 연구는 전문성 개발 활동을 ‘외부전문기관에 의한 교사연수활동’와 ‘학교 내 교사협력활동’으로 구분하고, 각 활동 유형에 대한 학교조직 수준 변인의 효과를 HLM(Hierarchical Linear Modeling)으로 분석하였 다. 연구대상은 OECD TALIS 2013에 참여한 우리나라 177개 중학교 교장과 교사 2,933명이 다. 본 연구 결과, ‘교사연수활동’에는 금전적 지원이, ‘교사협력활동’에는 참여적 학교풍토와 시간적 지원이 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 한편, 교사평가 빈도와 학교 SES는 교사연수활동과 교사협력활동에 모두 유의미한 영향을 주지 못하는 것으로 나타 났다. 결론적으로, 본 연구 결과는 교사의 전문성 개발 활동을 촉진시키기 위하여 학교조직 수준에서 참여적 학교풍토를 조성하고 교사협력활동을 위한 적절한 시간을 교사들에게 할애 하는 노력 및 정책적 개입이 필요함을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the impact of participative school climate and other school features (the frequency of exerting teacher appraisals, time and money as intentional learning supports, school size, and school socioeconomic status) on teacher's participation in professional development activities. In particular, the present study categorizes professional development into its traditional formal activities and informal activities focusing on teacher’s collaborative activities as a new paradigm. Then, the impact of the independent variables at the school level on each type of teacher professional development was investigated by HLM (Hierarchical Linear Modeling). The sample of this study was 177 Korean middle school principals and 2,933 teachers who participated in the OECD TALIS 2013. The results of the study revealed that a financial support is only significantly associated with the formal activities of teacher professional development, while participative school climate and allocation of scheduled time significantly effect the form of informal activities, teacher collaborative activities. On the other hand, the frequency of exerting teacher appraisals and school SES did not have a significant impact on both formal and informal activities. As a result, this study suggests that it is important to make an effort and policy intervention to create a participative school climate in the context of a school and to supply a reasonable amount of time for teachers to facilitate their professional development.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 교사의 전문성 개발 중요성
• 2. 교사의 전문성 개발 활동 유형
• 3. 학교 수준 요인과 교사 전문성 개발 참여 간의 관계
• Ⅲ. 연구 방법
• 1. 연구 대상 및 분석 자료
• 2. 분석 변인
• 3. 분석 모형
• Ⅳ. 분석 결과
• 1. 기술통계 분석
• 2. 교사의 전문성 개발 활동에 대한 학교-수준 변인의 HLM 분석
• Ⅴ. 논의 및 시사점
• 참고문헌
• ABSTRACT

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