공·사립 일반계 고등학교 교사의 교직문화 인식 정도와 직무만족도의 관계

김용균 인천대학교 교육대학원 2009 국내석사

이 연구를 통해 공사립 일반계 고등학교 교사의 교직문화 인식 정도와 직무만족도를 배경 변인별로 파악하고, 두 변인의 상관관계를 분석하여 바람직한 교직문화 형성과 교사들의 직무만족도를 높일 수 있는 방안을 찾는 과정에 도움이 되는 정보를 제공하고자 하였다. 이와 같은 연구목적을 달성하기 위하여 설정된 연구문제는 다음과 같다. 1. 공사립 일반계 고등학교 교사의 교직문화 인식 정도는 배경 변인별로 의미있는 차이가 있는가? 2. 공사립 일반계 고등학교 교사가 지각하는 직무만족도는 배경 변인별로 의미있는 차이가 있는가? 3. 공사립 일반계 고등학교 교사가 지각하는 교직문화와 직무만족도간에는 어떠한 관계가 있는가? 이러한 연구 문제를 규명하기 위한 연구의 방법은 문헌 조사와 질문지 조사를 병행하였다. 교직문화의 특성을 알아보기 위한 질문지는 박영숙(2006)이 개발한 교직문화 측정도구를, 교사의 직무만족도를 알아보기 위한 질문지는 김창걸(2003)의 선행 질문지를 지도교수의 지도를 받아 수정보완하여 사용하였다. 설문조사는 인천광역시 교육청 소재 공사립 일반계 고등학교 교사 400명에게 배부하여 337부를 최종 분석에 활용하였다. 질문지는 교사들의 교직문화에 대한 인식을 알아보기 위한 16문항과 직무만족도를 조사하기 위한 24문항으로 구성하였으며 Likert 방식의 5단계 평정 척도로 이루어졌고, 모든 자료는 SPSS/Win 15.0 프로그램을 사용하여 통계분석을 하였다. 분석에 사용된 통계적 방법은 t 검증, 일원변량분석, 사후검증, 상관분석, 다중회귀분석이며 통계적 유의 수준은 α=.05로 하였다. 이상의 연구 결과 및 해석에 따른 결론은 다음과 같다. 첫째, 공사립 일반계 고등학교 교사들의 교직문화에 대한 인식 수준은 비교적 긍정적으로 인식하고 있다. 교직의 특성상 전문적인 능력도 필요하지만 동료교사들과의 협동도 매우 중요하므로 교과협의회, 학년협의회 및 교사동아리 활동을 활성화시켜 동료교사와 협력하는 분위기를 유지시켜야 한다. 특히 경력이 5년 미만 교사들과 15년 이상 교사들 사이의 멘토링을 통해 5년 미만의 교사들은 교직에서 필요한 기술과 자세를 전수받고, 15년 이상의 교사들은 교직의 노하우를 전달해주면서 중요한 역할을 담당하는 보람을 느끼게 하여 한층 더 교육효과를 높일 수 있다. 둘째, 교사의 직무만족도에 대한 인식은 전체적으로 보통 이상이었다. 행정업무에서 가장 낮은 것으로 볼 때 교장의 민주적 지도성과 교사들에게 실질적으로 도움이 되는 장학지도가 필요해 보인다. 혁신도 및 만족도에서 여교사의 직무만족도를 높일 수 있도록 참여확대와 성과를 인정하는 분위기가 필요하다. 5년 미만 교사들의 학급운영에 관한 연수와 지도 조언이 다양하게 이루어져야 한다. 사립교사의 직무만족도를 높일 수 있도록 행정적 지원이 필요하고, 생활지도와 인간관계를 개선할 수 있는 방안 마련이 필요하다. 그리고 전체 교사들의 직무만족도를 높일 수 있도록 교직의 목표를 구성원들이 협의하고 처우를 개선해야 한다. 셋째, 공사립 일반계 고등학교 교사의 교직문화에 대한 인식과 직무만족도와는 전체적으로 정적 상관관계가 있는 것으로 나타나 교직문화에 대해 잘 인식할수록 직무만족도가 높은 것으로 나타났다. 이러한 상관관계 분석을 통해 하위영역간의 관련성을 체계적으로 분석하고, 이러한 관련성을 유지, 발전시키고 효과를 높일 수 있는 관리자의 경영전략 수립이 요구된다. 직무만족도를 높이기 위해서는 교사들의 교직문화에 대한 인식을 높일 필요가 있다. 따라서 교사들의 구체적인 목표인식, 직무에 충실할 수 있는 환경 조성, 성과에 맞는 보상 등이 다각도로 이루어져야 할 것이다. This research examined by background variable the degree of the teaching professional culture recognized by the teachers in public and private general high schools, and the degree of their perceived job satisfaction and analyzed the correlation between the two variables so as to provide the information that is useful to form desirable teaching professional culture and to enhance the teachers’ degree of job satisfaction. The research questions that are set up in order to achieve these objectives are as follows. 1. Are there significant differences between the background variables in the teaching professional culture recognized by the teachers in public and private general high schools? 2. Are there significant differences between the background variables in the degree of job satisfaction perceived by the teachers in public and private general high schools? 3. What correlation exists between the teaching professional culture and the degree of job satisfaction that are perceived by the teachers in public and private general high schools? The methodology for examining these research questions was to refer to literature and to survey by questionnaires. As the questionnaires to find out the characteristics of teaching professional culture, the tools for measuring teaching professional culture developed by Park Yeong-Sook (2006), which were revised and supplemented under the adviser professor’s guidance, were used and as the questionnaires to find out the degree of the teachers’ job satisfaction, the preceding questionnaires by Kim Chang-Geol(2003), which were revised and supplemented under the adviser professor’s guidance, were used. For the survey, the questionnaires were distributed to 400 teachers in public and private general high schools within the jurisdiction of Incheon Metropolitan City Office of Education and the 337 questionnaires collected were utilized for final analysis. The questionnaire was composed of 16 questions asking about the teaching professional culture recognized by the teachers and 24 questions asking about their perceived job satisfaction arranged with 5-point Likert scale, and SPSS/Win 15.0 program was used to conduct the statistical analysis on all the data. The statistical methodology used in the analysis consisted of t-test, one-way Anova, post hoc test, correlation analysis, multiple regression analysis with the statistical significance level being α=.05. The results of this research and the conclusion derived from the interpretation are as follows. First, the levels of the teaching professional culture recognized by the teachers in public and private general high schools were found to be positive. Since, owing to the characteristics of teaching profession, not only the teachers’ professional abilities are necessary but also the cooperation with their colleagues is very important, the atmosphere of cooperation among teachers should be maintained by revitalizing the curricula council, the school year council, and the teachers’ clubs. Particularly, the teachers with less than 5 years of teaching experience can be taught about the skills and attitudes needed for teaching profession through the guidance by the teachers with more than 15 years of teaching experience, who in turn feel rewarded in playing an important role of handing down the expertise of the teaching profession, so that the greater educational effects can be attained. Second, the degree of job satisfaction perceived by the teachers was, on the whole, found to be above the average. Their job satisfaction with the administrative work was found to be lowest, indicating that the principals’ democratic leadership and educational guidance that is practically helpful to the teachers are considered necessary. The atmosphere to recognize the expansion of participation and outcomes are needed so that women teachers’ job satisfaction can be enhanced in the degree of innovation and the degree of satisfaction. Diverse training and advisory guidance about class administration for the teachers with less than 5 years of teaching experience should be put into practice. Administrative support is needed so that the job satisfaction of private school teachers and the preparation of the ways to improve living guidance and human relations are needed. And the goal of teaching profession should be discussed by the relevant members and the working conditions of the teachers should be improved so as to enhance the job satisfaction of the entire teachers. Third, the positive correlation was found to exist between the degree of the teaching professional culture recognized by the teachers in public and private general high schools, and the degree of their perceived job satisfaction, showing that the better the teaching professional culture was recognized, the higher the perceived job satisfaction was found to be. Correlations among subordinate domains need to be systematically analyzed through such correlation analyses and the establishment of administrators’ managerial strategies that can maintain and develop such correction and enhance the effects is required. In order to enhance the degree of job satisfaction, the teaching professional culture recognized by the teachers needs to be enhanced. Accordingly, teachers’ specific goal consciousness, the formation of working environment in which teachers can devote themselves to their job, and the compensation that is commensurate with their job performance should be diversely fulfilled.

보육교사의 교직적성과 교사-영아 상호작용 간의 관계 : 직무만족도의 매개효과

유영란 수원대학교 2021 국내석사

The purpose of this study is to examine the effect of teaching aptitude of childcare teachers on teacher-infant interaction, and to verify the mediated effect on job satisfaction. Subjects of the study were 224 childcare teachers aged 0 to 2 at national, public, private and home daycare centers located in Hwaseong, Gyeonggi-do. The teaching aptitude is based on the teaching aptitude measurement used in, Hyegyung, Kim(2011). The measurement tool, which Among the Early Childhood Job Satisfaction Survey (ECJSS) produced by Bloom (Jorde Bloom,1989), the job satisfaction component translated and modified by Song Yoo-jin (1993), and used it in prior research related to job satisfaction studied by Kim Eui-sung (2013), is used. Teacher-infant interactions are based on measurement tools by Lee Kyung-hee (2018), which are based on measurement tools used by Im Ok-hee (2006) by modifying and supplementing the use of infant-infant care facility measures to examine the teacher-infant interactions between Bradley, Coldwell and Cowin (2003). To analyze the collected data, T-test and one-way ANOVA were performed to identify differences in teacher-infant interaction, and Scheffe's post-test was used. Pearson's correlation analysis was conducted to find out the relationship between the teacher's teaching aptitude, job satisfaction, and teacher-child interaction, to verify the mediated effect, a simple and multiple return analysis was performed according to the three-step approach model of Baron and Kenny (1986). And verified the significance of the parameter effect through the Sobel test. Here are the result of the study on the Effect of Teachers' Empathy on Teacher-Infant Interaction and the Mediation Effect of Child Care Teachers' Work Satisfaction. First, in the case of interpersonal ability and acceptability and sensitivity to infants among the lower factors of teaching aptitude, the difference in teaching aptitude according to the individual characteristics of child care teachers over 10 years was perceived to be higher than that of child care teachers under 3 years. The safety management capacity of infants was higher than that of child care teachers who were less than five years and less than ten years. In addition, in terms of interpersonal skills, postgraduate child care teachers were more rated than child care teachers and education teachers, and Grade 2 kindergarten teachers were rated higher than level 2 to 3 child care teachers. Finally, in case of interpersonal ability, nursery teachers at state-run daycare centers were higher than those at home and private daycare centers. For acceptability and sensitivity to infants, infant education teachers were rated higher than social welfare teachers, and Grade 2 kindergarten teachers were rated higher than Grade 2 to 3 child care teachers. When it comes to the sense of duty, nursery teachers who graduated from graduate school were rated higher than those who graduated from two to three-year universities, four-year universities, graduated from child care teacher training courses, and high school graduates. And nursery teachers at state-run daycare centers were rated higher than those at home and private daycare centers. When it comes to differences in job satisfaction depending on the individual characteristics of child care teachers, it was reported that the relationship between child care teachers at home (or child care teachers at state-run daycare centers) and the director was higher than that of child care teachers at private daycare centers. In the case of remuneration and welfare, child care teachers under 25 years of age were reported higher than child care teachers under 25 years of age and 29 years of age, and nursery teachers at state-run daycare centers were reported higher than nursery teachers at home and private daycare centers. In the case of diversity of experience, the difference in teacher-child interaction according to the individual characteristics of child care teachers was higher than that of child care teachers who graduated from two to three-year universities, child care teachers who graduated from four-year universities, child care teachers who completed the child care teacher training course, and child care teachers who only graduated from high school, and nursery teachers at state-run daycare centers were higher than those at private daycare centers. Meanwhile, no significance was shown as a result of post-analysis in the type of facility for the variety of experience and the allowable attitude of teachers. Second, when it comes to the interrelationship between teaching aptitude, job satisfaction and teacher-infant interaction of child care teachers, interpersonal ability of teaching aptitude, acceptability and sensitivity to infants, creativity and self-development, affinity for infants, safety management for infants, mission calling, positive sentiment showed significant static correlation with Job recognition of job satisfaction, relationship with the director, relationship with colleagues, relationship with parents, remuneration and welfare. The teacher's professionalism and teacher-infant interaction also showed a significant static correlation. This shows that the teaching aptitude of child care teachers affects job satisfaction, and these results also affect teacher-infant interactions, so this shows that the teaching aptitude of child care teachers affects job satisfaction and that the teaching aptitude of child care teachers has a positive effect on teacher-child interaction, which these results also affect teacher-child interaction. Third, it has been verified that job satisfaction has a partial mediating effect as the teaching aptitude of child care teachers lies in the path that affects teacher-infant interaction. This means that the higher the teaching aptitude of Kyobo's education, the higher the job satisfaction, which can increase the teacher-infant interaction. The results of this study confirmed that the teaching professionality of child care teachers serves as a partial medium of job satisfaction in the process of influencing teacher-infant interaction. This means that in order to enhance the teaching aptitude and teacher-infant interaction of child care teachers, the teacher-work satisfaction, teacher-infant interaction should be well understood and recognized as important to help them perform the role of child care teachers, and also it must provide basic data to help quality and positive teacher-child interactions take place.

중학교 무용수업 참가자들의 교수행동지각, 수업만족도, 무용 자기효능감의 관계

김선화 전북대학교 교육대학원 2018 국내석사

인구통계학적인 특성에 따른 교수행동지각에 의한 수업만족도, 무용 자기효능감의 차이를 분석한 결과 부분적으로 유의한 차이가 있는 것으로 나타났다. 성별에 따른 교수행동지각은 긍정적-민주 행동, 권위적 행동, 사회적 지지행동 요인에서 유의한 차이가 나타났으며, 수업만족도는 실력향상만족 요인에서 유의한 차이가 나타났으며, 무용 자기효능감은 자신감, 과제난이도 요인에서 유의한 차이가 나타났다. 학년에 따른 교수행동지각은 전체요인에서 유의한 차이를 보이지 않는 것으로 나타났고, 수업만족도는 자아성취감 만족 요인에서 유의한 차이가 나타났고, 무용 자기효능감은 자신감, 과제난이도 요인에서 유의한 차이가 나타났다. 중학교 무용수업 참가자들의 교수행동지각에 따른 수업만족도와 무용 자기효능감의 차이를 살펴보기 위해서 변량분석을 실시한 결과, 교수행동지각의 하위요인인 긍정적-민주 행동의 상 집단이 수업만족도의 하위요인인 자아성취감 만족 요인에 주 효과가 있는 것으로 나타났고, 연습과 지시행동의 상 집단이 수업만족도의 하위요인인 자아성취감 만족 요인에 주 효과가 있는 것으로 나타났으며, 연습과 지시행동의 상 집단이 무용 자기효능감의 하위요인인 과제난이도 요인에 주 효과가 있는 것으로 나타났다. 중학교 무용수업 참가자들의 교수행동지각, 수업만족도, 무용 자기 효능감의 관계를 알아보기 위해 상관분석을 실시한 결과, 교수행동지각의 하위요인인 권위적 행동, 긍정적-보상 행동, 사회적 지지행동, 연습과 지시행동에서 정적으로 관계가 있는 것으로 나타났고, 수업만족도의 하위요인인 교수행동 만족, 무용환경 만족, 자아성취감 만족, 실력향상 만족에서 정적으로 관계가 있는 것으로 나타났으며, 무용 자기효능감의 하위요인인 자신감, 자기조절효능감, 과제난이도에서 정적으로 관계가 있는 것으로 나타났으며, 무용자기효능감과 자기조절효능감은 부적인 관계가 있는 것으로 나타났다. 중학교 무용수업 참가자들의 교수행동지각이 수업만족도와 무용 자기효능감에 미치는 영향을 살펴보기 위한 회귀분석결과, 교수행동지각의 하위요인인 긍정적-민주 행동은 수업만족도의 하위요인에 교수행동 만족, 자아성취감 만족에 정적으로 영향을 미치는 것으로 나타났고, 연습과 지시행동 요인은 실력향상만족에 정적으로 영향을 미치는 것으로 나타났고, 교수행동지각의 하위요인인 긍정적-민주 행동은 무용 자기효능감의 하위요인인 자신감에 정적으로 영향을 미치는 것으로 나타났다. 종합해보면, 교수행동이 민주적이고, 긍정적인 사람일수록 수업만족에 좋은 영향을 끼치고, 연습과 지시, 긍정적 피드백 좋은 권위적 행동을 받아들임으로써 학생들의 자기효능감이 높아진다는 연구결과가 나타났다. The results of an analysis on differences in class satisfaction and self-effectiveness in dance driven by perceived teaching behaviors based on demographic characteristics, have revealed some significant differences partially. The perceived teaching behaviors by gender turned out to have significant differences in positive-democratic behaviors, authoritative behaviors, social support behavior factors. As for class satisfaction, meaningful differences were observed in satisfaction with improvement in their ability, while as for self effectiveness in dance, self-confidence and the difficulty of the task had meaningful differences. It turned out that perceived teaching behaviors by school year have no significant differences in overall factors while the class satisfaction has some significant differences in several factors of satisfaction in accomplishment, with self-effectiveness in dance showing significant differences in factors of self-confidence and task difficulty. As a result of the analysis of variance to investigate the differences in the class satisfaction and Dance self-efficacy for participants in middle school dance class based on the perceived teaching behaviors, Top group of positive-democratic behavior, which is a subfactor of the perceived teaching behaviors, appears to have a major effect on the a sense of self-accomplishment, which is a subfactor of the class satisfaction, Top group of the exercise and directive behavior appears to have a major effect on the sense of self-accomplishment, which is a subfactor of the class satisfaction, And also on the task difficulty, which is a subfactor of the Dance self-efficacy. The correlation analysis in the relations between erceived teaching behaviors, class satisfaction, self-images in their capability among participants in middle-school dance class revealed a positive correlation between authoritative behaviors, positive-compensatory behavior, socially supportive behaviors, and exercises, and directive behaviors, which is a subfactor of perceived teaching behaviors. Also turned out that teaching behavior satisfaction, environment satisfaction, self-accomplishment satisfaction are positively correlated with the ability improvement satisfaction, which is a subfactor of the class satisfaction while self images of their capability and self-regulated effectiveness negatively correlated. As a result of the regression analysis to investigate the effects of the participants' perceived teaching behaviors in middle school dance class on the class satisfaction and the Dance self-efficacy, the positive-democratic behavior, which is a subfactor of the perceived teaching behaviors, appears to have a positive-correlative effects on the teaching behavior satisfaction, self-accomplishment satisfaction, which is a subfactor of the class satisfaction. the exercise and directive behavior appears to have a positive-correlative effects on the ability improvement satisfaction, and the positive-democratic behavior, which is a subfactor of the perceived teaching behaviors, have a positive effects on the self-confidence which is a subfactor of the dance self-efficacy. The bottom line is the results of such studies conclude that when the instructor behaves democratically, and positively, there are posive effects on satisfaction of the class, and students have more positive reaction to exercises, instuctions, positive feedback and authoritative behavior, thereby improving self image of their capability.

학교장의 분산적 지도성이 교사효능감, 교사의 직무만족, 교사의 수업전문성에 미치는 영향 분석 : 교사효능감의 매개효과를 중심으로

박학서 중부대학교 일반대학원 2017 국내박사

The purpose of this research is to review the influence of principal's distributed leadership on teacher efficacy, job satisfaction, and teaching professionalism and analyze the mediation effect of teacher efficacy. For this purpose, I handled three research inquisitions. First, what is the mediating effect of teacher efficacy in the structural relationship among the principal's distributed leadership, teacher efficacy, job satisfaction, and teaching professionalism? Second, what are the effects among principal's distributed leadership, teacher efficacy, job satisfaction, and teaching professionalism? Third, what differences are there in principal's distributed leadership, teacher efficacy, job satisfaction, and teaching professionalism depending on the background variables(sex, career, school size)? In order to conduct the research, questionnaire were distributed to 1,000 teachers in middle schools and high schools in Seoul. As a result, 928 teachers' answers were analyzed among them. In order to verify the research model and the hypotheses, structural equation modeling was used as an analytic technique and statistics programs, SPSS 20.0 and AMOS 20.0, were also used. The findings of this study were as follows; First, the levels of teacher's perception on the principal's distributed leadership were shown differently according to variables. For example, chief teachers, teachers who work at middle school and teachers who work at small size school realized higher about the principal's distributed leadership than general teachers, teachers who work at high school and big size school. Also, the teachers who have worked less than 5 years showed higher perception on the distributed leadership than the teachers who have worked more than 5 years, Second, the levels of teacher's perception on the teacher’s efficacy were shown differently according to variables. There were no differences on gender, teaching experience, and school size. On the other hand, chief teachers and teachers in private school showed higher awareness than general teachers and teachers in public school. Also, teachers who work at middle school than high school showed higher perception on the teacher’s efficacy. Third, the levels of teacher's perception on the teacher’s job satisfaction were shown differently according to variables. For example, there were no differences on gender and position. On the other hand, the teachers who have worked less than 5 years showed higher awareness on the job satisfaction than the teachers who have worked more than 5 years. Teachers who work at middle school and teachers who work at small size school realized higher about the teacher’s job satisfaction than teachers who work at high school and big size school. Also, the teachers who have worked in private schools showed higher perception on the teacher’s job satisfaction than the teachers who have worked in public schools. Fourth, the levels of teacher's perception on the teaching professionalism were shown differently according to variables. For example, female teachers showed higher awareness on the teaching Professionalism than male teachers. Chief teachers and teachers who work at middle school realized higher about the teaching professionalism than general teachers and teachers who work at high school. Also, the teachers who worked at small size school showed higher perception on the teaching professionalism than the teachers who have worked at big size school. Fifth, the principal's distributed leadership had positive effects on teacher efficacy and job satisfaction. Among sub-elements of the principal's distributed leadership, the expansion of leadership had the greatest effect on teacher efficacy and situation & school culture had the greatest effect on teacher’s job satisfaction. Sixth, teacher efficacy had positive effects on teacher's job satisfaction, and teaching professionalism. Among sub-elements of teacher efficacy, teacher's confidence had the greatest effect on teachers’job satisfaction and self-control efficacy had the greatest effect on teaching professionalism. Besides, among sub-elements of the principal's distributed leadership, school organization had the greatest effect on teaching professionalism. Seventh, there existed the mediation effect of teacher's efficacy in the relation between the principal's distributed leadership and other factors.

초등 영어 교사의 회복탄력성이 교수 동기와 직무만족도에 미치는 영향

이지영 서울교육대학교 교육전문대학원 2020 국내석사

현재 많은 초등 영어 교사들은 동기저하, 혹은 탈동기 현상을 겪거나 낮은 직무만족도 하에서 학교생활을 이어나가고 있다. 이러한 문제점을 해결하기 위해 회복탄력성(resilience)이라는 개념을 활용할 수 있다. 즉, 회복탄력적인 교사들은 스트레스와 소진에서 빨리 벗어나므로 동기저하와 직무만족도 저하를 피할 가능성이 높다. 본 연구에서는 회복탄력성이 초등 영어 교사들의 교수 동기와 직무만족도에 미치는 영향에 어떠한 것들이 있는지를 탐구하여 초등 영어 교사들의 회복탄력성을 높이는 데 도움이 되는 방안을 모색하고자 한다. 연구 목적을 달성하고자 설정한 연구 문제는 다음과 같다. 첫째, 초등 영어 교사들의 회복탄력성, 교수 동기, 직무만족도는 어떠하며, 교사들의 배경 변인에 따라 어떻게 다른가? 둘째, 초등 영어 교사들의 회복탄력성이 교수 동기에 미치는 영향은 어떠한가? 셋째, 초등 영어 교사들의 회복탄력성이 직무만족도에 미치는 영향은 어떠한가? 먼저 개인별 변인에 따른 회복탄력성, 교수 동기, 직무만족도를 분석하였다. 이를 바탕으로 독립표본 t-test와 일원분산분석(one-way ANOVA)을 실시하여 개인별 배경변인에 따른 각각의 변인 간 차이를 분석 및 처리하였다. 그 결과 회복탄력성은 개인별 배경변인에 따른 유의한 차이를 보이지 않았고, 교수 동기는 성별과 영어 연수 시간, 직무만족도는 영어 연수 시간에 따라 유의한 차이를 보였다. 다음으로 초등 영어 교사의 회복탄력성, 교수 동기, 직무만족도 간 상관관계를 알아보기 위하여 Pearson 상관분석을 실시한 결과, 회복탄력성과 교수 동기, 회복탄력성과 직무만족도 모두 유의미한 정적상관관계를 나타내었다. 회복탄력성이 높으면 교수 동기가 높은 경향을 보였고, 회복탄력성이 높으면 직무만족도 또한 높은 경향으로 나타났다. 또한 교수 동기와 직무만족의 관계도 정적상관관계인 것으로 나타났다. 마지막으로 회복탄력성이 교수 동기와 회복탄력성에 각각 어떠한 영향을 미치는지 살펴보기 위하여 회귀분석을 실시하였다. 분석 결과 회복탄력성은 교수 동기와 직무만족도에 각각 긍정적인 영향을 미치는 것으로 나타났으며, 질적 연구(면담)에서도 응답자 전원이 회복탄력성이 각각 교수 동기와 직무만족도에 긍정적인 영향을 미친다고 응답하였다. 이러한 결과를 토대로 초등영어 교사의 회복탄력성이 높을수록 교수 동기와 직무만족도도 높아진다는 결론이 도출되었다. 본 연구의 시사점은 다음과 같다. 첫째, 초등 영어 교사의 회복탄력성, 교수 동기, 직무만족도와 이를 증진하는 방안에 관한 다양한 연구가 이루어져야 한다. 회복탄력성은 교수 동기와 직무만족도에 모두 긍정적 영향을 미치므로 회복탄력성 증진을 통해 두 요인 또한 증진시킬 수 있기 때문이다. 둘째, 초등 영어 교사의 특수성과 차별성을 고려한 회복탄력성, 교수 동기, 직무만족도에 관한 연구가 활성화되어야 한다. 초등 영어 교사는 일반 교사들과 직무환경ㆍ업무적으로 차이가 있으므로 이들의 특성을 살피고 현장 실정을 고려한 관련 연구들이 더욱 활성화되어야 한다. 셋째, 초등 영어 교사를 위한 영어교육연수 환경 조성과 제도 개선이 필요하다. 교사들의 영어 연수 경력에 따라 변인 간 유의미한 차이가 존재했으며 면담에서도 자기계발이 중요하다고 답한 교사가 많았다. 그러므로 교육부나 교육청 차원에서는 교사들의 역량 계발에 도움이 되는 영어교육연수프로그램을 개발하고, 학교에서는 교사들이 이러한 프로그램에 참여할 수 있도록 환경을 조성해야 한다. 넷째, 초등 영어 교사를 위한 정서적 도움이 필요하다. 회복탄력성, 교수 동기, 직무만족도는 교사들의 스트레스, 소진 등 심리적 요인과 깊은 관련이 있다. 그러나 교사들을 위한 상담, 멘토링 등 정서적 도움은 아직 많이 부족한 실정이다. 따라서 이러한 프로그램들을 확충하여 교사들의 스트레스, 소진 등을 낮춘다면 회복탄력성, 교수 동기, 직무만족도 향상에도 긍정적인 영향을 미칠 수 있을 것이다. 본 연구는 초등 영어 교사에게 초점을 맞추어 진행하였으며, 회복탄력성의 중요성을 부각하여 이를 증진시킴으로써 향후 초등 영어 교사들의 회복탄력성, 교수 동기, 직무만족도 향상에 도움이 될 것이라 생각된다. 이를 높이기 위한 영어 교사교육에도 시사하는 바가 있을 것이며, 이러한 과정들을 통해 초등 영어 교사들의 교육의 질을 높여 교사와 학습자 모두가 만족하는 초등 영어 교육을 만들어갈 수 있을 것이라 기대된다. 주제어 : 초등 영어 교사, 회복탄력성, 교수 동기, 직무만족도 Many English teachers in elementary school face demotivation and unsatisfactory job experience continuously in work environment. To resolve such phenomenon, we have to consider resilience. As teachers possessing stronger resilience can overcome stress and exhaustion more quickly, they will be less likely to suffer from lowered motivation and job satisfaction. This study will investigate which factors influence teaching motivation and job satisfaction among English teachers with stronger resilience in elementary school in order to find helpful measures to strengthen resilience among these teachers. Following research questions were selected in order to achieve such goal. First, how are the level of resilience, teaching motivation, and job satisfaction among English teachers in elementary school and how do these vary depending on background factors of each of teacher? Second, how does the level of resilience among English teachers in elementary schools influence teaching motivation? Third, how does the level of resilience among English teachers in elementary school influence job satisfaction? Firstly, analysis was made on the level of resilience, teaching motivation, and job satisfaction depending on variables of each teacher. Based on these data, independent sample t-test and one-way ANOVA were used to analyze and process the differences among each variable depending on background variables of each teacher. The result indicated that resilience among teachers do not show significant difference depending on individual background variables while teaching motivation showed significant difference depending on factors such as genders and length of English training hours and job satisfaction depending on the length of English training hours. Next, the result of Pearson correlation analysis conducted to investigate the correlation in the level of resilience, teaching motivation, and job satisfaction among English teachers in elementary school showed that resilience, teaching motivation, and job satisfaction displayed significant positive correlations. The result showed that higher resilience is accompanied by higher teaching motivation and job satisfaction. Lastly, regression analysis was conducted to determine the influence of resilience on teaching motivation and job satisfaction. The result showed that resilience exerts significant positive influence on both teaching motivation and job satisfaction and all participants of qualitative research(interviews)also responded that resilience exerts positive influence on teaching motivation and job satisfaction. Based on such findings, it was concluded that higher level of resilience in English teachers in elementary school results in higher teaching motivation and job satisfaction. The result of this study offers following implications. First, various researches need to be conducted on resilience, teaching motivation, and job satisfaction among English teachers in elementary school as well as measures to enhance these factors. As resilience exerts positive influence on both teaching motivation and job satisfaction, it can be used to strengthen these two factors. Second, more researches on resilience, teaching motivation, and job satisfaction considering the characteristics and distinctions of English teacher in elementary school need to be encouraged. As English teachers in elementary school work in different environment and handle different tasks, more studies considering the reality of the job need to be conducted. Third, the establishment of English teaching training environment and the improvement on related system for English teachers are required. The result showed the existence of significant differences among variables depending on the length of trainings each teacher acquired and the majority of responses collected through interviews also stated the importance of self-improvement. Thus, the Ministry of Education and local education offices need to prepare English teaching training programs to help these teachers to improve their skills and establish an environment where they can participate in such programs. Fourth, emotional support is needed for English teachers in elementary school. Factors such as resilience, teaching motivation, and job satisfaction are deeply related to psychological factors such as stress and exhaustion. However, they are currently faced with lack of emotional assistance such as counseling and mentoring. Thus, expanding these supporting programs to lower the level of stress and exhaustion will exert positive influence on resilience, teaching motivation, and job satisfaction among these teachers. This study was conducted focusing on English teachers in elementary school and its result is expected to provide support for enhancing resilience, teaching motivation, and job satisfaction among English teachers in elementary schools by emphasizing the importance of resilience and strengthening it. Resilience training for English teachers in elementary school will have further implications and these progresses are expected to improve the quality of trainings available for English teachers and establish better English learning environment in elementary school that can satisfy both teachers and learners. Keyword: elementary english teacher, resilience, teaching motivation, job satisfaction

교육실습경험이 예비음악교사의 교육실습만족도와 진로결정수준에 미치는 영향 : 비대면 교육실습 상황을 중심으로

고유정 연세대학교 교육대학원 2021 국내석사

This study aims to determine the effects of teaching practice experience on students’teaching satisfaction and the career decision levels of pre-service music teachers who have attended untact teaching practice. To this end, a survey was conducted on 104 pre-service music teachers (n=104) who participated in teaching practice in 2020, and in-depth interviews were conducted to supplement the contents of this study. SPSS 25.0 was used for frequency analysis, reliability analysis, t-test, one-way ANOVA, Pearson correlation coefficient, and multiple regression analysis. Focus group interviews (FGI) were categorized by topic after organizing the responses into words or sentences. The results of this study were organized by the differences in the untact teaching practice, students’teaching satisfaction and career decision levels according to the general characteristics of pre-service music teachers. Further, they considered the correlation between untact teaching practice experience and students’teaching satisfaction, as well as the effects of untact teaching practice experience on students’teaching satisfaction and career decision levels. The results are as follows. First, the analysis of students’teaching satisfaction according to the general characteristics of pre-service music teachers revealed a difference in the teaching period, training schools, and music education curriculum satisfaction. The difference in the teaching period (two weeks, four weeks) showed that regarding “lesson plans”teachers having experiences four weeks of practice wrote a higher number of lesson plans. As a result of training schools (middle and high school), the average number of the pre-service music teachers who practiced in middle school was higher in the “teaching practice and observation classes.” Specifically, i found significant differences in music education curriculum satisfaction. The more pre-service music teachers exhibited curriculum satisfaction with music education, the more positive their experiences of students’teaching satisfaction and career decision levels. Among the elements of untact teaching practice experience, the average number of pre-service music teachers who showed high satisfaction with the music education curriculum was higher in the “guidance teacher relationship,” “student relationship,” and “teaching practice and observation classes.” Second, untact teaching practice experience and students’teaching satisfaction were significantly correlated. However, regarding the correlation between untact teaching practice and career decision levels, “student relationships,” and “teaching practice and observation classes,” only two out of four factors showed significant results. Third, the factor affecting untact teaching practice only showed effectiveness in the interaction with “guidance teacher relationship,” and “teaching practice and observation classes.” However, untact teaching practice did not affect career decision levels. Fourth, in-depth interviews showed that pre-service music teachers aimed to form a sympathy bond with the guidance teachers for practice satisfaction, citing guidance teachers’incentive system. Thus the active interest of guidance teachers is required to improve the practice satisfaction of pre-service music teachers. This study shows that meeting with students in a novel manner requires communication using a new platform, and the school needs to provide information on such a platform. Further, it needs to provide a program allowing the practice of the online class format in advance to ensure more opportunities to prepare lesson plans and practical experience for pre-service teachers. Additionally, class observation was conducted to observe students' reactions and new lesson plans for preparing for online classes. I hope that this study and its analysis results will enable pre-service teachers who experience untact teaching practice to receive more effective teaching practicum. 본 연구는 비대면 교육실습을 다녀온 예비음악교사들을 대상으로 교육실습만족도와 진로결정수준에 영향을 주는 교육실습 경험이 무엇인지 알아보는 것을 목적으로 한다. 이를 위해 전국의 예비음악교사들 중 2020년 이후 교육실습을 다녀온 104명(n=104)을 대상으로 설문조사를 하였으며 심층면담을 통해 연구의 내용을 보완하였다. 본 연구에서는 SPSS 25.0 사용하여 빈도분석, 신뢰도분석, 차이분석, 상관관계분석, 다중회귀분석을 사용했으며 심층면담은 응답하는 단어나 문장으로 정리하여 주제별로 범주화하였다. 연구결과는 예비음악교사의 일반적 사항에 따른 비대면 교육실습·교육실습만족도·진로결정수준의 차이, 비대면 교육실습경험에 따른 교육실습만족도와 진로결정수준과의 상관관계, 비대면 교육실습경험이 교육실습만족도와 진로결정수준에 미치는 영향으로 나누어서 정리하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 예비음악교사들의 일반적 특성에 따른 차이분석은 교육실습 기간, 실습학교, 음악교육전공 수업만족도의 항목에서 통계적으로 유의미한 차이를 보였다. 교육실습 기간(2주, 4주)에 따른 차이분석에서는 ‘수업지도안 작성’ 부분에서 4주간 교육실습을 다녀온 예비음악교사들의 평균이 더 높았고, 실습학교(중학교, 고등학교)에 따른 결과는 ‘수업 및 참관실습’ 부분에서 중학교에서 실습을 실시한 예비음악교사들의 평균이 더 높았다. 또한 음악교육전공 수업만족도에 따른 차이분석에서는 음악교육전공 수업만족도가 높은 집단일수록 교육실습만족도와 진로결정수준이 높음을 확인하였고 비대면 교육실습 경험의 요소 중에서 ‘지도교사와의 관계’, ‘학생과의 관계’, ‘수업 및 참관실습’에서도 음악교육전공 수업만족도에 높은 만족도를 보인 예비음악교사들의 평균이 더 높았다. 둘째, 비대면 교육실습경험과 교육실습만족도는 모두 유의미한 상관관계가 있는 것으로 확인되었다. 하지만 비대면 교육실습경험과 진로결정수준 간의 상관관계는 비대면 교육실습경험 4가지 중 2가지 경험인‘학생관계’와 ‘수업 및 참관실습’에서만 유의미한 결과를 보였다. 셋째, 비대면 교육실습 경험이 교육실습만족도에 미치는 영향에서는 ‘지도교사와의 관계’와 ‘수업 및 참관실습’에서만 영향을 미치는 것으로 나타났다. 한편, 비대면 교육실습경험은 진로결정수준에 영향을 미치지 않는 것으로 나타났다. 넷째, 예비음악교사들의 심층인터뷰를 통해 교육실습만족도를 높일 수 있는 방안으로 지도교사와의 긍정적 관계형성을 언급하였는데, 이에 대한 방법으로는 간단한 면담을 통한 공감대 형성 및 지도교사의 인센티브 제도를 언급했다. 그리고 기존과 달라진 학생들과의 만남은 새로운 플랫폼을 통한 소통이 필요했으며 수업실습에서는 실습학교에서 사용하는 교과서 및 온라인 수업 플랫폼을 미리 예비음악교사들에게 알리기를 바랬다. 참관실습에선 예비음악교사들은 수업에서의 학생들의 태도 및 반응을 가장 궁금해하며, 온라인 수업이더라도 학생들과 선생님의 상호작용하는 법을 보기를 원했다. 마지막으로 온라인 수업을 대비한 새로운 지도안 작성방법에 대해 언급하였다. 이와 같은 분석결과를 바탕으로 향후 비대면 교육실습을 경험하는 예비음악교사들이 보다 효과적으로 학교현장실습을 경험할 수 있기를 바란다.

보육교사의 교직선택동기와 사회적 지지가 직무만족도에 미치는 영향 : 교사효능감의 매개효과

장미숙 연세대학교 교육대학원 2021 국내석사

This study is Focused on the mediating effect of teacher efficacy in a relationship between childcare teachers' motivation for choosing the teaching profession, social support and job satisfaction. For a research, this study selected 276 childcare teachers working at childcare centers in Seoul, Gyeonggi, Incheon. This study used a questionnaires from job satisfaction adapted by Kang (2016). The motivation for choosing the teaching profession used a questionnaires from adapted by Choi(2006) and recast by Namgung (2011). The social support used a questionnaires from by Park (1985)and recast by Im(2000). The teacher efficacy used a questionnaires from by ‘Science Teaching Efficient Belief Instrument' (STEBI) recast by Shin (2004). To analyze the collected data, the mean, standard deviation, kurtosis, skewness were calculated. It also used Pearson correlation, ANOVA(one-way analysis of variance) and hierarchical analysis of Barron & Kenny (1986). The findings of this study were as follows; First of all, in case of general tendency about measurement variables, childcare teachers' Active motivation among the sub-factors of the motivation for choosing the teaching profession, social support, teacher efficacy and job satisfactionscored higher than the middle. ANOVA(one-way analysis of variance) selected and controlled the general background (experience, position, responsible grade, and average daily working hours) of nursery teachers who differed in teacher efficiency and job satisfaction. Second, the teacher's efficacy of childcare teachers was partial mediated between the motivation for choosing the teaching profession, social support, and job satisfaction. In conclusion, motivations of choosing teaching and social support influenced significantly job satisfaction and teacher efficacy mediated the effects of motivations of choosing teaching and social support on job satisfaction. Therefore, In order to enhance the job satisfaction of childcare teachers, it is necessary to find specific measures to improve the effectiveness of teachers based on the active motivation to choose teaching jobs and strengthen social support by forming positive relationships with social supporters in the workplace.Key word: Childcare teacher, Job satisfaction, Motivation for choosing the teaching Profession, Social support, Teacher efficacy 본 연구는 보육교사의 교직선택동기와 사회적 지지가 직무만족도에 미치는 영향과 교사효능감의 매개효과를 검증하고자 하였다. 연구대상은 서울 및 경기, 인천에 위치한 어린이집에 재직 중인 보육교사 276명이었다. 보육교사의 직무만족도를 측정하기 위해 Bloom(2010)의 도구(Early Childhood Job Satisfaction Survey: ECJSS)를 번역 및 수정한 김명순과 강형옥(2016)의 도구를 사용하였고, 보육교사의 교직선택동기는 최주연(2006)이 개발하고 남궁미경(2011)이 보육교사의 상황에 맞게 재구성한 도구를 사용하여 측정하였다. 또한 보육교사의 사회적 지지를 측정하기 위해 박지원(1985)이 개발하고 임진형(2000)이 재구성한 도구를 사용하였으며, 보육교사의 교사효능감은 과학교수효능감 검사도구(Science Teaching Efficacy Belief Instrument: STEBI)를 기초로 어린이집 상황에 맞게 재구성한 신혜영(2004)의 도구를 사용하여 측정하였다. 수집된 자료 분석을 위하여 각 측정변인들의 평균과 표준편차, 첨도와 왜도를 산출하고, 일원분산분석(ANOVA)을 실시하여 매개 및 종속변인에 영향을 주는 일반적 배경변인을 선정한 후, 통제변인으로 설정하였다. 또한 측정변인간의 기본 분석으로 Pearson 상관분석을 실시한 후에 회귀분석을 실시하였다. 보육교사의 교직선택동기와 사회적 지지가 직무만족도에 미치는 영향에서 교사효능감이 매개 변인의 역할을 하는지 검증하기 위해 Baron과 Kenny(1986)가 제안한 매개효과 검증 절차에 따라 3단계 매개회귀분석(Three-step mediated regression analysis)을 위계적 회귀분석 방법으로 실시하고, 매개변인의 통계적 유의성을 구체적으로 검증하기 위해 Sobel Test를 실시하였다. 본 연구를 통해 얻은 결과를 요약하면 다음과 같다. 첫째, 측정변인의 일반적 경향을 살펴본 결과, 보육교사의 교직선택동기의 하위요인 중 능동적동기와 사회적 지지, 교사효능감, 직무만족도의 문항평균은 보통보다 약간 높은 수준이었다. 보육교사의 일반적 배경변인(경력, 직위, 담당반 연령, 하루평균 근무시간)에 따라 교사효능감과 직무만족도는 유의한 차이를 보였다. 둘째, 보육교사의 경력, 직위, 담당반 연령, 하루평균 근무시간을 통제하고도 보육교사의 교직선택동기(능동적동기)와 사회적 지지가 직무만족도에 미치는 영향에서 교사효능감은 부분매개효과를 나타내었다. 결론적으로, 보육교사의 교직선택동기(능동적동기)와 사회적 지지는 직무만족도에 직접적으로 영향을 미치며, 더불어 교사효능감의 매개역할을 통해서 직무만족도에 간접적으로 영향을 미치는 것으로 나타났다. 따라서 보육교사의 직무만족도를 증진하기 위해서는 능동적 동기로 교직을 선택하고 직장내 구성원들과 긍정적인 관계를 형성하여 사회적 지지를 강화하는 것을 토대로 교사효능감을 향상시키기 위한 구체적 방안 모색이 필요함을 알 수 있다.

The Impact of Large-Scale Social Restriction Policy (PSBB) on Academic Job Satisfaction, Academic Job Stress, and Teaching Misbehavior Tendency in Universitas Indonesia

마르셀 서울대학교 대학원 2021 국내석사

COVID-19 cases have grown significantly in Indonesia. In order to cope with the situation, the Government of Republic of Indonesia declared a policy called Large-Scale Social Restrictions or PSBB. The content of PSBB guidelines focused on closing schools and offices, limiting religious gatherings, public facilities, social and cultural activities, and other matters related to defense and security, as well as transportation. This policy is affecting most of the public institutions in Indonesia, nonetheless Universitas Indonesia (UI). The PSBB guidelines suggested the University provide academic services via distance learning, using online measures as the main tool. However, the guidelines imposed more challenges for the Lecturers in UI. Most of them are not ready for online teaching. They could be more satisfied, stressful, or even have more tendency to do misbehavior. This research is dedicated to understand the relationship between PSBB implementation and academic job satisfaction, academic job stress and teaching misbehavior tendency of lecturers in UI. In order to do so, quantitative data gathering is done by online survey and quantitative data analysis such as Pearson’s correlation and multiple regression using the cross-sectional data are conducted. The PSBB will be categorized as independent variable, where academic job satisfaction, academic job stress and teaching misbehavior tendency will act as dependent variable. Six control variables, which consists of sex, age, marital status, number of children, tenure and college are also included in the data analysis. The result of the data analysis showed that PSBB is positively related with academic job satisfaction. However, if not managed carefully, academic job stress may moderate the PSBB and increase teaching misbehavior tendency. In order to minimize negative externalities of the PSBB and amplify the positive effect of PSBB, certain policy recommendations were also introduced. Finally, this research’s result could be referred to as a basis in constructing a better and precise policy for UI in maintaining education services during COVID-19 pandemic. COVID-19 관련 사례가 인도네시아에서 크게 증가하고 있다. 이러한 상황에 대처하기 위해, 인도네시아 정부는 대규모 사회적 제한 또는 PSBB라는 정책을 표명하였다. PSBB 지침은 학교 및 사무실 폐쇄, 종교 집회, 공공 시설, 사회 문화 활동 및 대중교통 등 국방과 안보에 관한 사항들을 제한하는 데 초점을 맞췄다. 이 정책은 인도네시아의 대부분의 공공기관과 Universitas Indonesia(UI)에 영향을 미치고 있다. PSBB 지침은 대학이 온라인 수단을 주요 도구로 활용하여 원격 학습을 통한 학술 서비스를 제공할 것을 제안했다. 그러나 이 가이드라인은 UI의 강사들에게 더 많은 도전을 주었다. 그들의 대부분 온라인 수업에 필요한 준비가 되지 않았다. 그들은 더욱 만족할 수 있고, 스트레스를 받을 수 있으며, 심지어 더 잘못된 교수행위를 하는 경향을 가질 수 있는 것이다. 본 연구는 PSBB 시행과 UI 강사의 교수적 직무 만족도, 교수적 직무 스트레스, 잘못된 교수행위 경향 간의 관계를 파악하기 위한 것이다. 이를 위해 온라인 설문조사를 통해 정량적 데이터 수집을 실시하고, 피어슨 상관분석, 횡단면 데이터를 이용한 다중 회귀분석 등 정량적 데이터 분석을 실시한다. 교수적 직업 만족도, 교수적 직업 스트레스, 잘못된 교육 경향이 종속 변수로서 작용하는 데 대하여 PSBB는 독립변수로 상정될 것이다. 성별, 나이, 혼인 여부, 자녀 수, 임기, 대학 등으로 구성된 6개의 통제변수도 데이터 분석에 포함된다. 자료 분석 결과 PSBB는 교수적 직업 만족도와 긍정적인 관련이 있는 것으로 나타났다. 그러나, 주의 깊게 관리하지 않으면, 교수적 직무 스트레스는 PSBB를 완화시키고 잘못된 교수행위 경향을 증가시킬 수 있다. PSBB의 부정적 외부성을 최소화하고 PSBB의 긍정적 효과를 증폭시키기 위해, 특정 정책적 권고사항도 도입되었다. 마지막으로, 이 연구 결과는 COVID-19 대유행 가운데 교육 서비스를 유지함에 있어 UI를 위한 더 우수하고 정밀한 정책을 수립하는 기초로서 언급될 수 있다.

교사효능감과 교수효과성 및 학생의 수업만족도 간의 관계

정옥자 경남대학교 교육대학원 2008 국내석사

The purpose of this study was to examine the relationship of the teacher efficacy teaching effectiveness and students' course satisfaction for improving teaching effectiveness. Participants were 100 elementary school teachers and 450 elementary school children who included 150 fourth graders(33.3%), 150 fifth graders(33.3%) and 150 sixth graders(33.3%). The teachers rated teacher efficacy and teaching effectiveness, and the students was asked to rate their course satisfaction. The result of the study were as follows: In study 1, as for the relationship of gender and career to teacher efficacy and teaching effectiveness, the gender of the teachers made no significant differences to their teacher efficacy and teaching effectiveness. By career, however, the teachers whose career was 25 years or more scored highest in teacher efficacy, and those whose career was between 11 and 24 years scored best in teaching effectiveness. The gaps between them and the others were statistically significant. In study 2, concerning the relationship of the gender and grade of the students to their satisfaction level, the boys and fourth graders were more satisfied than the girls and fourth graders. In study 3, course satisfaction of the students had a positive correlation to teacher efficacy and teaching effectiveness. Specifically, that was more correlated to teacher efficacy than teaching effectiveness, and there was closer correlation among student efficacy, instructional efficacy and personal teacher efficacy. Teaching effectiveness had a statistically significant correlation to teacher efficacy, and that had the closest correlation to instructional efficacy. In study 4, regression analysis was carried out to determine what variables of teacher efficacy and teaching effectiveness affected course satisfaction of the students. As a result, student efficacy and instructional efficacy made a statistically significant prediction of satisfaction level with instructional structuralization. Instructional efficacy made a statistically significant prediction of satisfaction level with the development of instruction, and personal teacher efficacy made a statistically significant prediction of satisfaction level with motivation, learning opportunity, creating learning climate and maintaining good learning climate. These finding suggest that to enhance the effectiveness of instruction, it is desirable to improve teachers' self-efficacy and to consider the gender and grade of students. 본 연구의 목적은 수업의 효과성을 높이기 위해 고려해야 할 점이 무엇인지를 살피기 위해 초등학교 교사들의 교사효능감과 교수효과성 및 학생들의 수업만족도간의 관계를 분석하고자 한다. 이 연구의 대상은 초등학교 교사 100명과 초등학생 450명이며, 이 중 4학년 150명(33.3%), 5학년 150명(33.3%), 6학년 150명(33.3%)이었다. 연구 대상자를 대상으로 교사효능감 검사, 교수효과성 검사, 학생의 수업만족도 검사를 실시하였으며, 구체적인 결과는 다음과 같다. 연구 1에서 성별과 경력에 따라 교사의 교사효능감과 교수효과성을 분석한 결과, 교사의 성별에 따른 교사효능감과 교수효과성의 집단 차이는 유의하지 않았으나, 경력에 따라서는, 교사효능감에 있어서는 경력 25년 이상의 집단이, 교수효과성에서는 경력 11년 이상 24년 이하의 집단이 가장 높은 평균을 보였으며, 이는 통계적으로 유의한 차이를 보였다. 연구 2에서 학생의 성별과 학년에 따른 수업만족도의 차이를 분석한 결과 남학생보다는 여학생이, 6학년보다는 4학년 학생의 수업만족도가 높았다. 연구 3에서는 학생의 수업만족도는 교사효능감 및 교수효과성과 정적인 상관이 나타났다. 특히 수업만족도는 교수효과성보다는 교사효능감과 높은 상관을 보였는데, 학생효능감과 수업효능감, 개인교사효능감과의 상관이 높았다. 그리고 교수효능감은 교사효능감과 통계적으로 유의한 상관을 보였으며, 수업효능감과의 상관이 가장 높았다. 연구 4에서, 학생의 수업만족도에 영향을 미치는 교사효능감과 교수효과성의 변인을 회귀 분석한 결과, 수업구조화만족도에는 학생효능감와 수업효능감이, 수업 전개 만족도에는 수업효능감이, 그리고 학습 동기 유발, 학습 기회 부여, 학습 분위기 조성 및 유지 만족도에서는 개인교사효능감이 통계적으로 유의한 예측 변인임을 확인할 수 있었다. 이상의 연구결과는 수업의 효과성을 높이기 위해서 교사는 학생에 대한 자기효능감을 높일 수 있는 방법을 찾을 필요가 있으며, 학생의 성별 및 학년을 고려한 교사들의 수업 활동이 전개되어야 함을 시사한다.

특수교사의 교직선택동기가 직무만족도에 미치는 영향과 특수교사의 변인별 효과

박재은 우석대학교 교육대학원 2019 국내석사

The purpose of this study was to investigate the effect of the motives for choosing the teaching profession on job satisfaction of special education teacher and to find out variables to interaction between the motives for choosing the teaching profession and job satisfaction of special education teacher. The survey used in this study consist the background variable questions(sex, age, the duration of special education career, level of school) and the questions about ‘the motives for choosing a teaching profession’ to identify their teacher selection motivation, and the questions about ‘the level of job satisfaction in teaching’ to measure the teacher’s job satisfaction. The participants of this study were 73 special education teachers in Jeju. Results of this study were as following : Firstly, the motives for choosing the teaching profession showed significant correlation with developmental status, innovation, companionship, teaching consciousness. Secondly, the motives for choosing the teaching profession on job satisfaction showed significant differences according to age-related variables. The higher the age, the greater the influence of the motives for choosing the teaching profession on job satisfaction. In the case of age-related variables, job satisfaction was significantly higher in groups over 50 years than in groups under 39 years and 40-49 years of age. On the other hand, there were no significant differences in the effects of the motives for choosing the teaching profession on job satisfaction on sex, the duration of special education career and level of school. In the future, we should try to improve the quality of education by increasing the job satisfaction of teachers.