교사효능감과 학교 조직 풍토와의 관계

Abstract

This research has looked into backgrounds of teachers that affect teacher efficacy, and the relation between teacher efficacy and school organizational climate. In doing so, these questions have been brought up. First, does teacher efficacy differ according to the teacher's gender, teaching career, and level of education? Second, what is the relation between teacher efficacy and school organizational climate as perceived by the teacher? Third, what is the relation between teacher efficacy and the actual school organizational climate? In order to get answers to these questions, a questionnaire composed of teacher efficacy scale and OCDQ was given out to 225 teachers presently working at 24 elementary schools in the metropolitan area. The summary of this research data is as follows. First, teachers perceived their teacher efficacy to be about average, and in regards to gender, teacher efficacy of males teachers turned out to be higher than that of female teachers. In regards to teaching career, teacher efficacy of teachers with experiences of less than 6 years of teaching was significantly lower than those with 11 years or more, and in regards to the level of education, the group with masters degrees and up had significantly higher self regulation efficacy compared with the group with associate or bachelors degrees. Backgrounds that could notably influence teacher efficacy was gender and teaching career. Second, in regards of teacher efficacy and school organizational climate as perceived by the teacher, there were significant relation between their sub-factors, and as a result of regression of the various sub-factors of school organizational climate, consideration behavior, production emphasis behavior, collegial behavior could affect teacher efficacy and its sub-factors. Third, in regards to teacher efficacy and school organizational climate, there showed no relation between sub-factors, and when the school organizational climate data was divided into groups A and B according to subfactor points and t test was applied, there showed no significant difference. In conclusion, a teacher's teacher efficacy and school organizational climate showed relation only in individual perception level. In other words, school organizational climate as perceived by an individual teacher had greater influence to teacher efficacy than the actual school organizational climate. This means a teacher's perception of school organizational climate influences his/her teacher efficacy, and school organizational climate of one school could be perceived differently for each individual, and then, that perception is once again related to individual teacher efficacy. This also supports theoretically the need for efforts on the part of principals and teachers to improve school organizational climate.;본 연구에서는 교사효능감과 유의미한 상관을 갖는 교사의 배경변인을 알아보고, 교사효능감과 학교조직풍토 사이의 관련성을 알아보았다. 이를 위해 본 연구에서는 다음과 같은 문제를 제기하였다. 첫째, 교사의 성별, 교직경력, 학력, 부장교사경력 특성에 따라 교사효능감의 차이가 있는가? 둘째, 개인 수준에서 교사효능감과 학교조직풍토는 어떠한 관계가 있는가? 셋째, 학교 수준에서 교사효능감과 학교조직풍토는 어떠한 관계가 있는가? 위의 문제의 답을 얻기 위하여 수도권에 위치한 24개 초등학교에 재직중인 225명의 교사를 대상으로 교사효능감 척도와 학교조직풍토질문지로 구성된 설문지를 실시하였고, 두 척도의 신뢰도와 타당도를 검증한 후 자료분석을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 교사들은 자신의 교사효능감을 중간정도로 지각하고 있으며, 성별에 따른 교사효능감은 남교사가 여교사에 비해 의미있게 높은 것으로 나타났다. 교사의 경력에 따른 교사효능감은 1-6년 미만의 교사가 11년 이상의 교사보다 유의미하게 낮았고, 교사의 학력은 대학원졸업이상의 집단이 2년제·4년제 대졸 집단보다 자기조절효능감에서 유의미하게 높았다. 교사의 부장교사 경력 유·무에 따른 교사효능감과 교사효능감 하위요인은 유의한 차이를 보이지 않았다. 교사효능감을 유의하게 예측하는 배경변인으로는 성별과 경력이 있었다. 둘째, 개인 수준에서 교사효능감과 학교조직풍토는 하위요인간에 유의미한 상관이 있었으며, 회귀분석 결과 학교조직풍토 하위요인 중 인간지향적 행동, 관료지향적 행동, 헌신적 행동이 교사효능감과 그 하위요인을 의미있게 예측하였다. 셋째, 학교 수준에서 교사효능감과 학교조직풍토는 하위요인간에 유의미한 상관이 나타나지 않았고, 학교조직풍토 자료를 하위요인 점수에 따라 상·하로 나누고 차이검증을 실시한 결과에서도 유의미한 차이가 나타나지 않았다. 이상과 같은 연구결과들을 볼 때 개인이 지각하는 학교조직풍토는 교사효능감과 유의미한 상관이 있으며, 이는 교장과 교사의 학교조직풍토 개선을 위한 노력의 필요성을 경험적으로 뒷받침 해준다.