국제경쟁력 강화를 위한 중소기업정책 방향

오영교 한국중소기업학회 1994 한국중소기업학회 하계학술발표논문집 Vol.1994 No.-

다산 정약용, 신아구방(新我舊邦)의 방안을 제시하다

오영교 재단법인 내일을여는역사재단 2011 내일을 여는 역사 Vol.45 No.-

Examining the effect of L2 motivational factors on the development of L2 achievement: using multilevel latent growth curve model

오영교 서울대학교 교육연구소 2023 Asia Pacific Education Review Vol.24 No.1

Using Gyeonggi Educational Panel Study data on 4051 Korean students (N = 4051; 1967 female, 2084 male) from 63 middle schools, this longitudinal study investigated the growth trajectory for second/foreign language (L2) achievement and associations with various L2 motivational factors by using a multilevel latent growth curve model in Mplus 8.4. Because of the hierarchal data structure, the predictive factors were sorted into three student-level subcategories: individual characteristics; L2 classroom engagement components; and family background. At the school level, school SES and teacher efficacy were specified. Results indicate that global and L2 self-efficacy affected the high initial scores; however, no effect was observed on the growth rate. Unexpectedly, L2 interest was found to have no effects, which suggested a possible engagement mediation effect. Finally, of the L2 classroom engagement factors, L2 class comprehension was found to have a strong explanatory power for the initial L2 achievement scores, but exhibited no impact on the growth rate. These findings have second language acquisition implications for practice and interventions.

초등학생의 영어성취도에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

오영교,차성현 한국교원교육학회 2017 한국교원교육연구 Vol.34 No.2

본 연구는 ‘한국교육종단연구 2013’의 2차년도 데이터를 활용하여 초등학교 6학년 학생의영어 학업성취도에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계를 탐색하였다. 분석방법으로는 다층구조방정식 모형(Multi-level SEM)을 적용하였다. 학생수준에서는 영어에 대한 내재적 동기, 학업적 자기효능감, 수업몰입도, 시험불안, 부모지원, 부모의 사회경제적 지위 간의 구조적 관계를 설정하였다. 학교수준에서는 교사의 교수효능감, 수업방식, 학생수업태도, 학교의 사회경제적 지위 간의 구조적 관계를 설정하였다. 분석결과, 학생수준에서 학업적 자기효능감과 내재적 동기가 영어 학업성취도에 미치는 직접효과는 부적 관계를 나타냈다. 그러나 수업몰입도가 매개변인으로 포함되었을 때는 모두 영어 학업성취도에 정적인 영향을 미쳤다. 학교수준에서 교사의 교수효능감과 상호작용중심 수업방식이 영어 학업성취도에 미치는 영향에서 수업태도가 완전매개 역할을 하는 것으로 나타났다. 다시 말해 교사의 교수효능감과 상호작용중심 수업방식이 학생의 수업태도에 정적인 영향을 미치고, 좋아진 수업태도는 영어 학업성취도에 긍정적 영향을 미치는 것으로 나타났다. 학생과 학교수준 간 교차효과에서 교사의 교수효능감과 수업방식은 학생수준의 수업몰입도를 거쳐 영어 학업성취에 정적인 영향을 미쳤다. 이러한 연구결과를 토대로 초등학생의 영어 학업성취도를 높이기 위해서 학생의 수업몰입도와 교사의 학생수업태도 향상을 위한 학생 및 학교수준의 정의적 특성에 대한 관심과 교수-학습방법 개발이 필요함을 제언하였다. This study investigated the relationships among student and school variables affecting English academic achievement in Korean elementary schools. In doing so, the study used KELS 2013(Korea Education Longitudinal Study 2013) data and employed multi-level structural equation modelling. Student-level variables considered in this study include parents’ socio-economic status(SES) and their support, English academic self-efficacy, intrinsic motivation, learning flow, test stress. School-level variables include teacher’s efficacy, teaching styles, student’s attitude in class, and school SES. The results of this study showed that, at the student level, academic self-efficacy and intrinsic motivation had a negative direct effect and a positive indirect effect on English achievement scores; i.e., students who had high academic self-efficacy and intrinsic motivation tend to have low English achievement scores. when learning flow mediated such a relationship, however, the direction was reversed. At the school level, student’s class attitude fully mediated relationship between teacher’s teaching efficacy and interactional teaching style and English academic achievement; i.e., schools with teachers who had higher teaching efficacy and gave more focus on interactional instruction in class tend to have favorable class attitudes in school, which in turn positively predicted English academic achievement. Finally at the cross effect between school and student level, teacher’s teaching efficacy and teaching styles had positive effects on English academic achievement via learning flow. Based on the findings, the study suggests the improvement of student’s learning flow and teachers pedagogical skills related to teaching efficacy should be made for higher English achievement in elementary schools.

원주의 역사와 문화에 대한 고찰

오영교 한국대학박물관협회 2014 한국대학박물관협회 학술대회 Vol.71 No.-

동국대와 한국 불교의 발전에 매진해야

오영교 동국대학교 석림회 2009 석림 Vol.43 No.-

영어교사 직무역량 유형 분류와 관련 요인 검증

오영교 한국중등영어교육학회 2024 중등영어교육 Vol.17 No.2

This study explored the job competencies among English teachers in South Korea across nine task areas to understand how these competencies are executed in practice. It investigated job competency profiles, examining the impact of individual teacher traits, school background factors, and educational policies on these competency types. Additionally, it sought to verify if there were differences in teacher satisfaction across various competency types. The study revealed three distinct competency profiles for English teachers, indicating that their job competencies manifest in three different types. The profiles were named as Poor Type for the lowest level, Basic Type for the middle level, and Master Type for the highest level of competency​​. As a classification predictor, gender and work experience were not significant, whereas educational background and teacher efficacy showed a positive correlation with job competency. Institutional analysis indicated that private English teachers exhibited higher competency levels, and active participation in job-related training was beneficial. Educational policies, particularly those aimed at protecting teaching rights and standardizing school operations, were found to be effective. Finally, the analysis of differences in teachers’ satisfaction by English teacher job profile showed that both life satisfaction and job satisfaction were higher for basic and master teachers than for poor teachers. This research validates the competency framework for English teachers, analyzing influences from personal to policy levels. It offers insights for refining teacher education through longitudinal data analysis.

The trajectory of learning-centered English class and its instructional effectiveness: Using a curve-of-factors model

오영교 한국교육개발원 2021 KEDI Journal of Educational Policy Vol.18 No.1

This study investigated the instructional effectiveness of a learning-centered English class (LCEC) that embodies the classroom innovation of the school reform movement in South Korea from a longitudinal perspective. Using panel data from 938 participants (507 male, 431 female), a curve-of-factors model was employed to explore the trajectory and effectiveness of the LCEC, including cognitive, affective, and behavioral domains. The results indicate that the LCEC was well implemented in the first year and increased slightly throughout innovative middle school. The LCEC improved English self-efficacy, achievement, and interest, as well as attitude, comprehension, and participation in English class. Furthermore, it ameliorated classroom disengagement and enhanced students’ school satisfaction. Based on the results, educational policy and intervention programs for the development of LCEC are suggested.

DEA를 활용한 광주광역시 특성화고등학교 효율성 분석

오영교,차성현 한국교육재정경제학회 2019 敎育財政 經濟硏究 Vol.28 No.1

The purpose of the study was to examine the relative efficiency and its change of specialized vocational high schools in the Gwangju metropolitan city. For this, the study employed DEA (Data Envelopment Analysis) model for the data of 2014~16 provided by the local educational finance system and school information system, which is operated electronically by the government. For the DEA approach, the study calculated technical efficiency, pure technical efficiency and scale efficiency, exploring characteristics of highly efficient schools. Input variables for DEA included the number of students per teacher, the number of students per class, school expenditure per student, while the employment rate and dropout rate were used for output variables. Major findings of the study were as follows; First, significant differences in relative efficiency among schools exist, while 5 of 10 schools achieved 100% efficiency. Second, school inefficiency was mainly caused by pure technical efficiency rather scale efficiency. Third, there was no difference in significant efficiency by school ownership, academics, and mixed schools. Based on these findings, the study suggested that tailored supports should be provided for higher efficiency of specialized vocational high schools in Gwangju. 이 연구는 자료포락기법(Data Envelopment Analysis)을 활용하여 광주광역시 특성화고등학교의 상대적 효율성 및 영향 요인을 분석하는 데 목적이 있다. 분석 자료는 학교알리미와 지방교육재정알리미에서 제공하는 2014~16년 학교수준 자료를 활용하였다. DEA 분석을 위한 투입요소로는 수업교원 1인당 학생 수, 학급당 학생 수, 학생 1인당 교육비를 사용하였으며, 산출요소로는 취업률, 학업중단율을 활용하였다. 주요 연구결과는 다음과 같다. 첫째, 광주광역시 특성화고등학교 간 상대적 효율성의 차이가 큰 것으로 분석되었다. 둘째, 특성화고등학교의 비효율성은 규모의 효율성보다는 주로 순수기술효율성에서 기인하는 것으로 나타났다. 셋째, 100% 효율성 나타낸 학교는 5개 학교였으며, 학급당 학생 수는 44.4%, 수업교원 1인당 학생 수는 42.3~100%, 학생 1인당 교육비는 13.2~100%까지 효율성 달성에 기여한 것으로 분석되었다. 넷째, 설립유형, 남녀공학, 계열 등 학교배경 특성에 따른 학교 간 상대적 효율치의 차이는 없는 것으로 나타났다. 이러한 연구결과를 토대로 교육과정 및 학과개편 등 특성화고등학교의 자체적인 효율성 제고 노력이 필요하며 이에 대한 교육청의 전문적 컨설팅 및 행·재정적 지원이 필요함을 제안하였다.

COVID-19 환경에서 영어교사의 수업역량이 학생 수업이해도에 미치는 영향: 교사 테크놀로지 활용능력의 매개효과

오영교 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.20

Objectives The purpose of this study was to analyze the mediating effect of teacher technology utilization ability between English teachers' teaching competency and students' class comprehension in distance learning in the COVID-19 environment. Methods The data of 155 English teachers in the 6th Busan Educational Longitudinal Study in 2021 were used for teachers' teaching effectiveness and related variables. In the structural equation modeling, English teachers' teaching competency as a predictor variable, student class comprehension as an outcome variable, and English teachers' technology utilization ability as a mediator were selected. Results The research findings showed that the English teachers' ability to use technology showed a positive effect on the students' comprehension of English classes, and the English teachers' teaching competency had a positive mediating effect on the students' comprehension of English classes via the English teachers' technology utilization ability. In particular, the ability to use educational content such as Edunet and T-CLEAR, among the sub-domains of English teachers' technology utilization ability, showed a direct positive effect on students' comprehension of English classes. Conclusions For the effectiveness of English classes, the overall ability to use technology is important, but in particular, the importance of using educational content was confirmed. Accordingly, the pedagogical implications for using Edunet and T-CLEAR for English teachers were suggested. 목적 이 연구에서는 COVID-19 원격수업 환경에서 중학교 영어교사들의 수업역량이 교사 테크놀로지 활용능력을 경유하여 학생수업이해도에 미치는 매개효과를 분석하였다. 방법 2021년 6차년도 부산교육종단연구 영어교사 155명 자료를 대상으로 교사의 수업 관련 변인을 활용하였다. 구조방정식 모형에서 예측변수로 영어교사 수업역량, 결과변수로 학생 수업이해도, 매개변수로는 영어교사 테크놀로지 활용능력을 선정하였다. 결과 분석결과 영어교사의 테크놀로지 활용능력이 학생의 영어 수업이해도에 정적 효과를 보였고, 영어교사 수업역량이 테크놀로지 활용능력을 경유하여 학생의 영어 수업이해도에 이르는 정적 매개효과가 나타났다. 특히, 영어교사 테크놀로지 활용능력의 하위영역 중 에듀넷 등의 교육용 콘텐츠 활용 능력이 학생의 영어 수업이해도에 직접적인 정적효과를 보였다. 결론 영어 수업효과성을 위해서 교사의 테크놀로지 활용능력 전반이 중요하지만 특히, 교육용 콘텐츠 활용의 중요성을 확인할 수있었다. 이에 영어교사의 에듀넷⋅티-클리어 활용 방안 및 시사점을 제언하였다.