초등학교 교사의 경력에 따른 교사효능감 변화 유형과 개인 및 학교 특성의 관계 분석 = A Study on Types of Changes in Teacher Efficacy by Career Stage Among Elementary School Teachers and Their Relationships with Individual and School Characteristics

다국어 초록 (Multilingual Abstract)

This study aimed to classify types of changes in teacher efficacy among elementary school teachers across career stages and to examine differences in individual and school characteristics across these types. Teacher efficacy was conceptualized as consisting of three subdomains: instructional and assessment efficacy, student guidance and classroom management efficacy, and future education efficacy. Using data from the KTLS-E collected between 2021 and 2023, the study applied a growth mixture model to identify distinct patterns of change over time. The analysis identified five latent change types in both early-career and mid-career teacher groups. Among early-career teachers, the largest type showed a gradual decline in teacher efficacy, whereas among mid-career teachers, the most prevalent type maintained stable levels of efficacy. In addition, a distinct type characterized by declining future education efficacy was identified among mid-career teachers, although this group represented a small proportion of the sample. In both career groups, types with low and decreasing levels of student guidance and classroom management efficacy were observed. Teachers in these types reported more negative perceptions of school culture—such as shared goals, innovativeness, and a supportive climate—as well as interpersonal relationships, including teacher–principal and teacher parent relationships, compared with teachers in other types. Differences among the identified types were not statistically significant with respect to teachers’ individual characteristics. Instead, structural factors, including school organizational culture, interpersonal relationships, student composition, and the work environment, were identified as the primary factors associated with differences among the types. These findings underscore the need for differentiated support strategies across career stages to enhance teacher efficacy. In particular, the results suggest that sustaining and strengthening teacher efficacy requires multifaceted support at the school’s social and cultural levels, rather than relying solely on individual teachers.