초등교사의 다문화 감수성이 다문화 교수효능감과 다문화 교육역량에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the correlation among elementary school teachers’ multicultural sensitivity, multicultural teaching efficacy, and multicultural education competencies, and to investigate how multicultural sensitivity affects multicultural teaching efficacy and multicultural education competencies.
The research problems of this study are as follows.
First, how are elementary school teachers’ multicultural sensitivity, multicultural teaching efficacy, and multicultural education competencies?
Second, what are the relations among elementary school teachers’ multicultural sensitivity, multicultural teaching efficacy, and multicultural education competencies?
Third, what is the influence of elementary school teachers’ multicultural sensitivity on multicultural teaching efficacy?
Fourth, what is the influence of elementary school teachers’ multicultural sensitivity on multicultural teaching competencies?
In order to investigate the above research problems, 250 elementary school teachers in Incheon were surveyed with questionnaires, and 204 of them which were answered faithfully were analyzed.
In this study, to evaluate multicultural sensitivity, multicultural sensitivity scale validated by Lee, G. (2011) and Kang, J. (2015) based on multicultural sensitivity measure by Hammer, Bennett, and Wiseman was used. To evaluate multicultural teaching efficacy, multicultural teaching efficacy scale validated by Lee, G. (2011) and Kim, H. (2014) based on multicultural teaching efficacy measure by Guyton and Wesche (2005) was used. To evaluate multicultural education competencies, multicultural education competency scale validated by Park, J. (2014) and Kang, J. (2015) on the basis of MECA (Multicultural Education Cultural Assessment) by Boyd (2013) and MTCS (Multicultural Teaching Competency Scale) for measuring multicultural education competencies by Spanierman (2011).
SPSS 21.0 was used for data processing and analysis of this study, and to investigate the research problems, and descriptive statistical techniques were used for the basic data. Also, to investigate the relations among elementary school teachers’ multicultural sensitivity, multicultural teaching efficacy, and multicultural education competencies, correlation analysis was conducted, and to investigate the influence of elementary school teachers’ multicultural sensitivity on multicultural teaching efficacy and multicultural education competencies, multiple regression analysis was used.
The investigation results are as follows.
First, the correlation analysis among elementary school teachers’ multicultural sensitivity, multicultural teaching efficacy, and multicultural education competencies showed there is a statistically significant correlation between every two of them.
Second, multiple regression analysis to investigate the influence of multicultural sensitivity on multicultural teaching efficacy and multicultural education competencies showed statistically significant explanatory power, which means that the higher the elementary school teacher’s multicultural sensitivity is, the higher the multicultural teaching efficacy and multicultural education competencies are.
Most of the previous studies only looked at either multicultural sensitivity or multicultural teaching efficacy as a variable that affects multicultural education competencies, but both multicultural sensitivity and multicultural teaching efficacy were investigated in this study. Thus, it is meaningful to confirm that both multicultural sensitivity and multicultural teaching efficacy have a positive influence on multicultural education competencies.
This study says that in order to improve multicultural education competencies, the teacher has to respect different cultures as well as enjoy activities in which individuals of different cultural backgrounds interact with each other. Support and efforts are needed to raise awareness of multiculturalism and improve attitudes toward multicultural students. For mutual understanding and cooperation and, furthermore, to foster mutual respect in various groups, it is necessary to improve teachers’ multicultural sensitivity and multicultural efficacy with the support of schools and society as well as efforts at an individual level.

국문 초록 (Abstract)

이 연구는 초등교사의 다문화 감수성 및 다문화 교수효능감과 다문화 교육역량의 상관관계를 분석하고, 다문화 감수성이 다문화 교수효능감과 다문화 교육역량에 어떤 영향을 미치는지 알아보고자 하는데 목적이 있다.
이 연구의 연구 문제는 다음과 같다.
첫째, 초등교사의 다문화 감수성, 다문화 교수효능감, 다문화 교육역량은 어떠한가?
둘째, 초등교사의 다문화 감수성, 다문화 교수효능감, 다문화 교육역량의 관계는 어떠한가?
셋째, 초등교사의 다문화 감수성이 다문화 교수효능감에 미치는 영향은 어떠한가?
넷째, 초등교사의 다문화 감수성이 다문화 교육역량에 미치는 영향은 어떠한가?
이상의 연구문제를 검증하기 위하여 인천시 소재 9개 초등학교 교사 250명을 대상으로 설문지 검사를 실시하여 그 중 성실하게 답한 204명의 설문지를 분석하였다.
이 연구에서 사용된 Hammer, Bennett & Wiseman의 다문화 감수성 측정도구를 바탕으로 강종훈(2015)이 타당화한 다문화 감수성 척도를 사용하였다. Guyton & Wesche(2005)의 다문화 교수효능감 측정도구를 바탕으로 김해연(2014)이 타당화한 다문화 교수효능감 척도를 사용하였다. Boyd(2013
)의 MECA(Multicultural Education Cultural Assessment)와 다문화 교육역량을 측정하기 위해 개발한 Spanierman(2011)의 MTCS(Multicultural Teac
hing Competency Scale)를 근거로 박정희(2014)가 타당화한 다문화 교육역량 척도를 사용하였다.
이 연구의 자료 처리 분석은 SPSS 21.0 통계프로그램을 사용하였고 연구 문제 검증을 위해 기초자료로 기술통계기법을 사용하였다. 또한 초등교사의 다문화 감수성, 다문화 교수효능감, 다문화 교육역량의 관계를 알아보기 위해 상관분석을 실시하였고, 초등교사의 다문화 감수성이 다문화 교수효능감과 다문화 교육역량에 미치는 영향을 알아보기 위해 다중회귀분석을 실시하였다.
이상과 같은 과정을 통해 얻어진 결론은 다음과 같다.
첫째, 초등교사의 다문화 감수성, 다문화 교수효능감, 다문화 교육역량의 상관분석 결과 세변인은 모두 통계적으로 유의한 상관관계가 나타났다.
둘째, 초등교사의 다문화 감수성이 다문화 교수효능감과 다문화 교육역량에 미치는 영향을 알아보기 위한 다중회귀분석 결과 통계적으로 유의한 설명력이 있는 것으로 나타났다. 이는 초등교사의 다문화 감수성이 높을수록 다문화 교수효능감과 다문화 교육역량이 높다는 것을 의미하였다.
따라서 교사들의 다문화 감수성이 다문화 교수효능감과 다문화 교육역량을 높여주는데 영향을 미친다는 결과를 확인하였다.
이 연구 결과를 토대로 교사의 다문화 감수성을 높이기 위해서 자신과 다른 문화를 존중하는 마음과 자신과 다른 문화의 사람들과 교류하는 행동에 자신감을 가질 수 있도록 하는 생각을 높여야 한다. 그리고 교사가 교육현장에서 다문화에 대한 수업을 실시할 때 수업의 환경 및 여건을 형성하고 적절한 자료 및 교육방법을 선택하거나 스스로 개발하도록 하기 위해서는 다른 문화를 가진 사람들과 교류하며 참여하는 감수성향을 높여야 한다. 다문화 교수효능감의 다양한 집단 간의 상호 이해와 협력 나아가 상호 존중하는 마음을 함양시키기 위해서는 개인의 차원과 함께 학교와 사회의 지원을 통해 교사들이 가지는 다문화에 대한 다문화 감수성과 다문화 교수효능감, 다문화 교육역량을 높이려는 노력이 필요하다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론
• 1. 연구의 필요성과 목적························································1
• 2. 연구문제 ·······································································3
• 3. 용어의 정의····································································3
• 4. 연구의 제한점································································ 5
• Ⅱ. 이론적 배경
• 1. 다문화 감수성··································································6
• 2. 다문화 교수효능감····························································11
• 3. 다문화 교육역량·······························································16
• 4. 선행연구 고찰 ································································22
• Ⅲ. 연구 방법
• 1. 연구 대상 ·····································································28
• 2. 연구 도구······································································29
• 3. 연구 절차······································································32
• 4. 자료 분석 ·····································································33
• Ⅳ. 연구 결과
• 1. 다문화 감수성과 다문화 교수효능감, 다문화 교육역량의기술통계량·· 34
• 2. 측정변인의 상관관계··························································35
• 3. 다문화 감수성이 다문화 교수효능감에 미치는 영향······················37
• 4. 다문화 감수성이 다문화 교육역량에 미치는 영향·························42
• Ⅴ.결론 및 제언
• 1. 결론··············································································48
• 2. 제언············································································· 51
• 참고문헌·············································································52
• 부록···················································································56
• ABSTRACT········································································64