敎授效率性 測定을 위한 道具開發 및 妥當化 硏究 = A Study on the Development and Validation of the Scales for Measurement of Teaching Efficiency

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a scale for measurement of teaching efficiency from the viewpoint of student as the educational beneficiary which are proper for Korean sociocultural context in relation to the evaluation for the schooling activities.
There are three steps to take to complete the aim of this study. The first task is to review the literature and studies in relation to this study which could lead to select some measurement variables of teaching efficiency. The next step was to design a scale fore evaluation in consideration of the general standard for the design of a scale for evaluation such as reliability and validity. The last job was to apply this scale to schools.
The scale for measurement of teaching efficiency designed and testified the validity through this process are as follows:
The first on is the scale for measurement of teaching efficiency. A s the result of analyzing 50 items of pilot scale which were chosen through review literature and some preceding studies by principle component analysis and varimax rotation, four factors which eigen value is more than 1.0 had been sampled. The explanation variance of four factors was 93.0%. The first factor's eigen value was 35.52 and it explained 45.0%, the second factor's eigen value was 14.98 and it explained 19.8%, the third factor's eigen value was 12.86 and it explained 15.7%, the forth factor's eigen value was 12.26 and it explained 12.5%.
The first factor with 11 items is 'the properness of lesson organization and teaching method', The third on with 7 items is 'the wide range knowledge and ability of textbook', The forth one with 6 items is 'the fidelity of lesson plan and readiness', Cronbach's^a coefficients as their reliability are .8560, .7894, .8292, .8793, which prove this scale to be very reliable.
The comparison between the control group and the comparison group had been carried out to testify the validity of the scale for measurement of teaching efficiency. We called the students group of schools with high mark for university entrance examination the higher rank group and the students group of schools with low score for university entrance examination the lower rank group. And then the result of the response of these two group to the final version of the scale for measurement of teaching efficiency had been computed to get the value of each item's mean and standard deviation. It means that the difference of the response of these two groups had been examined. As a result, we could find the meaningful difference both in each item and in each factor between the higher rank group and the lower rank group. We also found that the higher group had relatively positive response to the scale for measurement of teaching efficiency.
It is also necessary to compute the total point of each subfactor and same factor in the scale for measurement of teaching efficiency and testify content validity of items of each area in order to see whether there is any correlations between every factor statistically. The result was satisfactory because every subfactor and every item in subfactor had statistically meaningful correlations. As the total point of the scale for measurement of teaching efficiency and every subfactor had very meaningful correlations, we could say that the validity of the scale for measurement of teaching efficiency was secured.
Now we come th three conclusions on the basis of the result of this study above.
Firstly, the scale for measurement of teaching efficiency is made up four factors: 1) the properness of lesson organization and teaching method, 2) the eagerness for lesson and motivation, 3) the wide range knowledge and ability of textbook, 4) the fidelity of lesson plan and readiness. These four factors, therefore, could be regards as teacher's effective teaching activities. Among them the most important factor is the eagerness for lesson and motivation, and the next one is the wide range knowledge and ability of textbook.
Secondly, we can say that the scale for measurement of teaching efficiency is a reliable scale for measurement, for reliability of four subfactors in this scale is more than .78.
Thirdly, the scale for measurement of teaching efficiency could be regarded as a tool to discriminate between teacher's teaching activity of the school with high achievement of schoolwork and that of the school with low achievement of schoolwork. When we applied the responses of the students of these two group to the scale for measurement of teaching efficiency, we found that there are the meaningful difference of two group in four factors and 30 items of the scale. That is the reason why this scale could be a good tool to discriminate teacher's teaching activity in school.
On the basis of this research we would like to suggest some points concerning the scale for measurement of teaching efficiency.
Firstly, the purpose of this research is to design the evaluative scales for teaching efficiency which would be able to diagnose and improve teaching efficiency from the standpoint of activating theoretical and practical studies. In this study, the research tried to develop the basic and general scales for measurement of teaching efficiency without considering the characteristics of class and text, the place of school, and school size. Considering the ways of approach to the study of teaching efficiency is various and complicate, the developmeersified according to each school, every text, the place of school and school size.
Secondly, the scale designed in this study should be widely applied by putting into various educational situations, for it is necessary to deeply examine through analyzing the results of their applications.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 교수효율성에 대한 학생평가의 타당성
• 2. 교수효율성 평가의 차원
• Ⅲ. 연구의 방법
• Ⅳ. 측정도구의 개발 및 타당화
• 1. 예비조사용 문항 선정
• 2. 측정도구의 개발
• 3. 측증도구의 신뢰도
• 4. 측정도구의 타당화
• Ⅴ. 결론 및 제언
• 참고문헌
• ABSTRACT