체육교육전공 대학생들의 교사역량이 교과전공만족 및 진로결정에 미치는 영향

국문 초록 (Abstract)

본 연구는 체육교육전공 대학생들의 교사역량이 교과전공만족 및 진로결정에 미치는 영향을 분석하였다.
본 조사는 2022년 4월 1일부터 4월 30일까지 약 30일간에 걸쳐 총 400부의 설문지를 배포하여 368부를 회수하였다.
이중 불성실 답변과 무응답 28부를 제외하고 총 340부를 연구모형 검정에 사용하였다. 연구 분석에 사용된 프로그램은 SPSS 26.0이며, 사용된 통계기법은 요인분석, 신뢰도분석, 상관분석, 독립표본 t검증, 일원변량분석, 다변량분산분석, 다중회귀분석, 경로분석 등의 방법을 활용하여 결과를 도출하였다.
연구를 위한 설문지의 신뢰도는 Cronbach's α .738 이상이다. 결론은 다음과 같다.
첫째, 인구학적 특성에 따른 교사역량, 교과전공만족, 진로결정은 차이가 있다.
교사역량에 따른 차이에서는 남학생에서 창의적사고 역량, 학년에 따라서는 4학년에서 창의적사고 역량, 주거형태에서는 기숙사를 이용하고 있는 학생들에게 의사소통 역량, 지출항목에서는 술·담배·유흥비 지출항목이 높은 학생들이 의사소통 역량, 교통비 지출항목에서는 자기관리 역량 성향이 유의하게 높게 나타났다. 교과전공만족에서는 남학생에서 전공만족, 학년에서는 4학년에서 전문성만족, 지출항목에서는 술·담배·유흥비 지출이 높은 학생들이 전공만족도가 유의하게 높게 나타났다. 진로결정에서는 남학생에서 영향력, 학년에서는 4학년에서 사명감과 영향력, 주거형태에서는 부모님과 동거를 하고 있는 학생들이 사명감과 영향력, 월 용돈출처에서는 아르바이트를 하고 있는 학생들이 적성, 지출항목에서는 교통비 지출이 많은 학생들이 영향력 등을 각각 높게 인식하고 있는 것으로 나타났다. 또한 저학년 그룹의 경우에 남학생보다는 여학생의 창의적사고 역량이 높았고, 고학년 그룹에서는 여학생보다는 남학생의 창의적사고 역량이 높게 나타났다.
둘째, 교사역량은 교과전공만족에 유의한 영향을 미쳤다. 즉 의사소통 역량, 창의적사고 역량, 자기관리 역량이 높을수록 전문성만족도 증가하였다. 반면 교사역량은 의사소통 역량만이 전공만족에 유의한 영향을 미쳤다.
셋째, 교사역량은 진로결정에 유의한 영향을 미쳤다. 즉 의사소통 역량, 창의적사고 역량, 자기관리 역량이 높을수록 적성 및 사명감도 증가하였다. 반면 교사역량은 창의적사고 역량, 자기관리 역량이 영향력에만 유의한 영향을 미쳤다.
넷째, 교과전공만족은 진로결정에 유의한 영향을 미쳤다. 즉 교과전공만족이 높을수록 진로결정도 높아지는 것으로 나타났다.
다섯째, 교사역량과 교과전공만족 및 진로결정 간에는 인과적 관계가 형성되었다. 즉 교사역량은 교과전공만족과 진로결정에 직접적인 영향을 미쳤고 교과전공만족 역시 진로결정에 직접적인 영향을 미친것으로 나타났다. 특히 교과전공만족은 교사역량과 진로결정에서 매개적 역할을 하는 것으로 나타났다.

목차 (Table of Contents)

• 목 차
• 제1장 서론 ································································································1
• 제1절 연구의 필요성 ···················································································1
• 제2절 연구의 목적 ·······················································································5
• 제3절 연구모형과 연구가설 ·······································································6
• 제4절 용어의 정의 ·······················································································9
• 1. 교사역량 ····························································································9
• 2. 체육교사역량 ······················································································9
• 3. 교과전공만족 ····················································································10
• 4. 진로결정 ····························································································10
• 제2장 이론적 배경 ·············································································12
• 제1절 체육교육의 핵심역량 ·····································································12
• 1. 체육교육의 핵심역량과 인성 ························································12
• 2. 체육교육의 특수성과 핵심역량 ····················································15
• 제2절 교사역량 ···························································································18
• 1. 교사역량의 개념과 주요 구성요소 ··············································18
• 2. 체육교사의 교사역량 ······································································25
• 3. 체육교과전공 대학생들의 교사역량 ············································26
• 제3절 교과전공만족도 ···············································································29
• 1. 교과전공만족의 개념과 주요 특성 ··············································29
• 2. 교과전공만족과 진로 ······································································30
• 제4절 진로결정 ···························································································32
• 1. 진로결정 개념 ··················································································32
• 2. 진로의사 결정유형 ··········································································36
• 3. 진로의사 결정의 중요성 ································································38
• 4. 진로결정 수준 ··················································································38
• 제5절 변인 간의 주요 관계 ·····································································42
• 1. 인구학적 특성과 교사역량, 교과전공만족, 진로결정의 관계 42
• 2. 교사역량과 교과전공만족도 및 진로결정의 관계 ···················· 44
• 3. 교과전공만족과 진로결정의 관계 ················································46
• 제3장 연구방법 ·····················································································47
• 제1절 연구대상 ···························································································47
• 제2절 연구절차 ···························································································49
• 1. 조사절차 ··························································································49
• 2. 자료처리 ····························································································50
• 제3절 조사도구 ···························································································51
• 1. 설문지 문항 구성 ··········································································51
• 2. 설문지의 타당도 및 신뢰도 ··························································53
• 제4장 연구결과···············································································59
• 제1절 인구학적 특성과 교사역량, 교과전공만족, 진로결정 ············· 59
• 1. 인구학적 특성에 따른 교사역량 ··················································59
• 2. 인구학적 특성에 따른 교과전공만족 ··········································61
• 3. 인구학적 특성에 따른 진로결정 ··················································63
• 4. 인구학적 특성에 따른 교사역량, 교과전공만족, 진로결정
• 상호작용효과 ·····················································································65
• 제2절 교사역량과 교과전공만족, 진로결정의 관계 ····························75
• 1. 변수간의 상관관계 ··········································································75
• 2. 교사역량이 교과전공만족에 미치는 영향 ··································76
• 3. 교사역량이 진로결정에 미치는 영향 ··········································78
• 4. 교과전공만족이 진로결정에 미치는 영향 ··································80
• 제3절 교사역량과 교과전공만족 및 진로결정 간의 인과관계 ········· 83
• 제4절 가설검증 결과 ···············································································87
• 제5장 논의 ······························································································89
• 제1절 인구학적 특성에 따른 교사역량과 교과전공만족 및
• 진로결정 차이 ···············································································89
• 제2절 교사역량이 교과전공만족에 미치는 영향 ·································91
• 제3절 교사역량이 진로결정에 미치는 영향 ·········································92
• 제4절 교과전공만족이 진로결정에 미치는 영향 ·································93
• 제5절 교사역량과 교과전공만족, 진로결정의 인과관계 ···················· 94
• 제6장 결론 및 제언 ···········································································96
• 제1절 결론 ···································································································96
• 제2절 한계 및 제언 ···················································································98
• 참고문헌 ·······································································································99
• 설 문 지 ···································································································120
• ABSTRACT ······························································································126