사회적 성공에 대한 교사의 인식

초록

Perception of success, which is the personal value of achievement, is formed in social-cultural context and affects other people’s as well as one's own future behavior. Even though teacher’s perception of success influences student’s future goal or identity formation, the previous studies have focused only on the students-related variables or characteristics of perception of success defined by society. The purpose of this study was to examine teacher’s perception of success and relationship between teacher’s perception on success and teacher efficacy. A questionnaire on the perception of success was completed by a total of 91 teachers from elementary and secondary schools. The results showed that teachers mostly pursue “life-oriented” perception of success but also want to maintain a balance between “life-achievement oriented” perception of success. Cluster analysis of the results showed that teachers’ perception of success can be divided into three groups: 1) balanced group (high perception of success) 2) life-oriented group 3) balanced group (low perception on success). In addition, teachers believe that social success is different from academic success and teachers who pursue balance between life-oriented and achievement-oriented success have higher teacher efficacy related to perception of success. These results indicate that teacher's positive and balanced perception of success plays an important role in fostering students who value balance of life and achievement.

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