교장지원이 전문학습공동체 및 집단책무성을 매개로 집단수준 교사기대에 미치는 효과

국문 초록 (Abstract)

학교에서 교사의 교육적 기대는 학생의 교육적 성공이나 학업성취에 중요한 역할을 하는 것으로알려져 왔다. 하지만, 최근까지 우리나라의 경우 학교조직 수준 변인들이 집단차원의 교사기대 형성과 어떠한 구조적 관계를 가지고 영향을 미치는지에 대한 실증연구는 없었다. 이러한 맥락에서 본 연구는 국내 174개 일반계 고등학교에 근무하는 1,747명의 교사 서베이를 활용하여 교장지원, 전문적학습공동체 및 집단책무성 변인이 집단차원의 교사기대와 어떠한 구조적 관계를 가지는지를 검증하였다. 분석 결과에 따르면, 우리나라 고등학교 교사들의 학생들에 대한 교사기대는 교장지원에 의해 직접적인 영향을 받기보다는 전문학습공동체나 집단책무성이라는 학교조직풍토를 통해서 간접적 영향을 받는다는 사실을 확인하였다. 즉, 교장지원은 전문학습공동체 풍토 또는 집단책무성 풍토를 통해서 간접적으로만 교사기대에 영향을 미치는 것으로 나타났다. 본 연구결과는 교사의 학생에 대한 교육적 기대를 형성하고 촉진하기 위해서는 학교장이 긍정적인 학교조직풍토 조성과 같은 간접적 개입과 지원에 초점을 두는 것이 보다 더 중요하다는 점을 제언한다.

다국어 초록 (Multilingual Abstract)

Teacher expectations are important for students academic achievement or success in schooling. However, there is a paucity of empirical research to examine how school-level variables have a structural influence on teacher expectations, particularly group-level teacher expectations. In this vein, this study examined how principal support, professional learning community, and collective responsibility have a structural relationship with group-level teacher expectations by using a structural equation modeling. The participation of this study was 1,747 subject(Korean, English, and Math) teachers working in 174 general high schools. Based on the result of the study, we found that principal support had only indirect positive effects on shaping group-level teacher expectations through professional learning community and collective responsibility. Namely, the direct effect between principal support and group-level teacher expectations was not statistically significant. As a policy implication, we suggest that school principals should make an effort to create a positive school climate or an indirect intervention in order to effectively promote and shape the educational expectations of teachers.

목차 (Table of Contents)

• I. 서론 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 Ⅳ. 분석 결과 Ⅴ. 논의 및 결론

참고문헌 (Reference)

1 곽수란, "학업성취, 교사기대 그리고 학업적응과의 관계분석" 한국교육사회학회 22 (22): 1-24, 2012

2 박균열, "학교장의 변혁적 지도성과 학교풍토 및 교사 직무만족 간의 인과관계 분석" 한국교육행정학회 27 (27): 205-228, 2009

3 윤현진, "학교장의 변혁적 리더십이 초등교사의 조직시민행동에 미치는 영향: 동료교사에 대한 교사신뢰의 매개효과" 한국교육행정학회 30 (30): 327-350, 2012

4 배상훈, "학교의 학습조직풍토, 학교장의 변혁적 리더십, 교사의 변화수용태도 간의 구조적 영향 관계" 한국직업교육학회 33 (33): 97-118, 2014

5 박우진, "학교경영에서의 통제성과 자율성" 한국교육행정학회 22 (22): 67-84, 2004

6 한재민, "초등학교 교장의 변혁적 리더십과 수석교사의 수업장학활동, 교사효능감, 교사의 수업전문성 간의 구조관계" 한국교원교육학회 30 (30): 407-432, 2013

7 박영주, "초등학교 교사의 직무수행 준비도, 학습민첩성, 직무자율성, 학교조직문화, 학교조직몰입 간의 구조적 관계 분석" 교육연구원 34 (34): 143-166, 2018

8 문정선, "중학생이 지각한 부모의 학습관여와 교사의 기대가 자기조절학습능력을 매개로 학업성취도에 미치는 영향" 학습자중심교과교육학회 18 (18): 191-215, 2018

9 김상돈, "임파워먼트와 교직헌신을 매개로 학교장의 변혁적 리더십이 교사의 직무만족에 미치는 이중 매개 효과 분석" 한국교육정치학회 20 (20): 95-122, 2013

10 방희원, "여고생이 지각한 교사기대 수준에 따른 학업적 자기효능감, 학습동기, 학교적응의 차이" 학습자중심교과교육학회 18 (18): 185-203, 2018

11 안혜정, "교사자율성, 교사협력, 교사효능감이 수업혁신에 미치는 영향 : 서울지역 일반학교와 혁신학교 비교" 교육문제연구소 31 (31): 145-170, 2018

12 이재신, "교사의 자율성, 낙관성, 교수몰입과 주관적 안녕감 간의 관계" 한국교원교육학회 28 (28): 65-90, 2011

13 김경식, "교사기대 형성과 변화가 학업성취에 미치는 영향" 사범대학부속중등교육연구소 54 (54): 95-121, 2006

14 Gershenson, S., "Who believes in me? the effect of student–teacher demographic match on teacher expectations" 52 : 209-224, 2016

15 Jocelyn L., "What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China" 교육연구소 11 (11): 131-139, 2010

16 Kornblau, B., "The teachable pupil survey: A technique for assessing teachers’perceptions of pupil attributes" 19 (19): 170-174, 1982

17 Bredeson, P. V., "The school principals' role in teacher professional development" 26 (26): 385-401, 2000

18 Griffith, J., "The school leadership/school climate relation : Identification of school configurations associated with change in principals" 35 (35): 267-291, 1999

19 Ubben, G., "The principal: Creative leadership for effective schools" Allyn and Bacon 1992

20 Sandholtz, J. H., "The paradox of administrative control in fostering teacher professional development" 22 (22): 1104-1117, 2006

21 Fullan, M., "The new meaning of educational change" Teachers College Press 1991

22 Muller, C., "The minimum competency exam requirement, teachers' and students'expectations and academic performance" 2 (2): 199-216, 1998

23 Day, C., "The impact of leadership on student outcomes : How successful school leaders use transformational and instructional strategies to make a difference" 52 (52): 221-258, 2016

24 Robinson, V. M., "The impact of leadership on student outcomes : An analysis of the differential effects of leadership types" 44 (44): 635-674, 2008

25 Bidwell, C. E., "The collegial focus : Teaching fields, collegial relationships, and instructional practice in American high schools" 72 (72): 234-256, 1999

26 Bronfenbrenner, U., "The Ecology of human development: Experiments by nature design" Harvard University Press 1979

27 Strong, L. E. G., "Teachers’ autonomy in today’s educational climate : Current perceptions from an acceptable instrument" 50 (50): 123-145, 2014

28 Bidwell, C. E., "Teacher types, workplace controls, and the organization of schools" 70 (70): 285-307, 1997

29 Payne, D., "Teacher professional development : The principal’s critical role" 84 (84): 14-21, 2000

30 McKown, C., "Teacher expectations, classroom context, and the achievement gap" 46 (46): 235-261, 2008

31 Jussim, L., "Teacher expectations and self-fulfilling prophecies : Knowns and unknowns, resolved and unresolved controversies" 9 (9): 131-155, 2005

32 Rubie-Davies, C. M., "Teacher beliefs, teacher characteristics, and school context factors: What are the relationship?" 82 (82): 270-288, 2012

33 Sergiovanni, T. J., "Supervision: A redefinition" Mcgraw Hill 1998

34 Bulach, C., "Should nots for school principals : Teachers share their view" 16 (16): 16-20, 1998

35 Lee, V. E., "School size in Chicago elementary schools : Effects on teachers’attitudes and students’ achievement" 37 (37): 3-31, 2000

36 Agirdag, O., "School segregation and math achievement : A mixed-method study on the role of self-fulfilling prophecies" 115 (115): 1-50, 2013

37 Freiberg, H. J., "School climate: Measuring, improving and sustaining healthy learning environments" Falmer Press 1999

38 Cohen, J., "School climate : Research, policy, practice, and teacher education" 111 (111): 180-213, 2009

39 Trouilloud, D. O., "Relation between teachers’early expectations and students’ later perceived competence in physical education classes : Autonomy-supportive climate as a moderator" 98 (98): 75-86, 2006

40 Hord, S. M., "Professional learning communities: Communities of continuous inquiry and improvement"

41 Lomos, C., "Professional communities and student achievement: A meta-analysis" 22 (22): 121-148, 2011

42 Kline, R. B., "Principles and practice of structural equation modeling" Guilford Press 2011

43 Marks, H. M., "Principal leadership and school performance : An integration of transformational and instructional leadership" 39 (39): 370-397, 2003

44 McGuigan, L., "Principal leadership : Creating a culture of academic optimism to improve achivement for all students" 5 (5): 204-229, 2006

45 Huff, T. S., "Principal and school-level effects on student achievement" 4 (4): 67-79, 2011

46 Voelkl, K. E., "Predictor of substance use at school among high school students" 92 (92): 583-592, 2000

47 Dee, J. R., "Organizational commitment of teachers in urban schools : Examining the effects of team structures" 41 (41): 603-627, 2006

48 Siegel, S. M., "Measuring the perceived support for innovation in organizations" 63 (63): 553-562, 1978

49 Woolley, M. E., "Mathematics success of black middle school students : Direct and indirect effects of teacher expectations and reform practices" 61 (61): 41-59, 2010

50 Tyler, K. M., "Linking black middle school students' perceptions of teachers' expectations to academic engagement and efficacy" 59 (59): 27-44, 2008

51 Trouilloud, D. O., "Les connaissances actuelles sur l’effet pygmalion:Processus, poids et modulateurs" 88-119, 2003

52 Mumford, M. D., "Learning creative people : Orchestrating expertise and relationships" 13 (13): 705-750, 2002

53 Hallinger, P., "Leading educational change : Reflections on the practice of instructional and transformational leadership" 33 (33): 329-352, 2003

54 Coelli, M., "Leadership effects : School principals and student outcomes" 31 (31): 92-109, 2012

55 Grojean, M. W., "Leaders, values, and organizational climate : Examining leadership strategies for establishing an organizational climate regarding ethics" 55 (55): 223-241, 2004

56 Muller, C., "Investing in teaching and learning : Dynamics of the teacher–student relationship from each actor’s perspective" 34 (34): 292-337, 1999

57 Rubie-Davies, C. M., "Intervening in teachers' expectations : A random effects meta-analytic approach to examining the effectiveness of an intervention" 50 : 83-92, 2016

58 Printy, S., "Integrated leadership : How principals and teachers share instructional influence" 19 (19): 504-532, 2009

59 Gable, R. K., "Instrument development in the affective domain:Measuring attitudes and values in corporate and school settings" Kluwer Academic 1993

60 LoGerfo, L. F., "Improving schools:Studies in leadership and culture" Information Age 73-97, 2008

61 Louis, K. S., "How does leadership affect student achievement? results from a national survey" 21 (21): 315-336, 2010

62 Ingels, S. J., "High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation. NCES 2011-328"

63 Hu, L. T., "Fit indices in covariance structure modeling : Sensitivity to underparameterized model misspecification" 3 (3): 424-453, 1998

64 Kwakman, K., "Factors affecting teachers’ participation in professional learning activities" 19 (19): 149-170, 2003

65 Hallinger, P., "Exploring the principal’s contribution to school effectiveness : 1980-1995" 9 (9): 157-191, 1998

66 Thys, S., "Ethnic composition of the primary school and educational choice: Does the culture of teacher expectations matter?" 59 : 383-391, 2016

67 Macho, S., "Estimating, testing, and comparing specific effects in structural equation models : The phantom model approach" 16 (16): 34-43, 2011

68 Akiba, M., "Effects of teacher professional learning activities on student achievement growth" 109 (109): 99-110, 2016

69 Brault, M., "Effective of school composition and school climate on teacher expectations of students : A multilevel analysis" 44 : 148-159, 2014

70 Harris, A., "Effective leadership in schools facing challenging contexts" 22 (22): 15-26, 2002

71 Smith, A. E., "Do self-fulfilling prophecies accumulate, dissipate or remain stable over time?" 77 (77): 548-565, 1999

72 Cook, T. D., "Comer's school development program in Chicago : A theory-based evaluation" 37 (37): 535-597, 2000

73 Whalan, F., "Collective responsibility: Redefining what falls between the cracks for school reform" Sense Publishers 2012

74 Lee, V. E., "Collective responsibility for learning and its effects on gains in achievement for early secondary school students" 104 (104): 103-147, 1996

75 Leithwood, K., "Collective Leadership Effects on Student Achievement" 44 (44): 529-561, 2008

76 Rubie-Davies, C. M., "Classroom interactions : Exploring the practices of high-and low-expectation teachers" 77 (77): 289-306, 2007

77 Timperley, H. S., "Changing and sustaining teachers’ expectations through professional development in literacy" 19 (19): 627-641, 2003

78 Hayes, A. F., "Beyond Baron and Kenny : Statistical mediation analysis in the new millennium" 76 (76): 408-420, 2009

79 Bruce, C. D., "Assessing the effects of collaborative professional learning : Efficacy shifts in a three-year mathematics study" 58 (58): 691-709, 2012

80 Lee, V. E., "Another look at high school restructuring. Issues in restructuring schools" Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison 1995

81 Preacher, K. J., "Addressing moderated mediation hypotheses : Theory, methods, and prescriptions" 42 (42): 185-227, 2007

82 Vescio, V., "A review of research on the impact of professional learning communities on teaching practice and student learning" 24 (24): 80-91, 2008

83 Vandenberg, R. J., "A review and synthesis of the measurement invariance literature : Suggestions, practices, and recommendations for organizational research" 3 (3): 4-70, 2000

84 Perera, H. N., "A novel approach to estimating and testing specific mediation effects in educational research : Explication and application of Macho and Ledermann’s(2011)phantom model approach" 1 (1): 39-60, 2013

85 Goddard, Y. L., "A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools" 111 (111): 336-357, 2010

86 Mistry, R. S., "A longitudinal study of the simultaneous influence of mothers’ and teachers’ educational expectations on low-income youth’s academic achievement" 38 (38): 826-838, 2009

87 배병렬, "(AMOS 21) 구조방정식모델링: 원리와 실제" 청람 2014