중등교사의 배경변인과 사회심리적 변인이 교사효능감에 미치는 영향에 대한 다층분석

초록

The purpose of this study was to examine the effects of teachers' socio-psychological variables on teacher-efficacy and identify the interaction patterns with teachers' background variables. This study used the 3rd year Korean Education Longitudinal Study(KELS) data collected by Korean Educational Development Institute(KEDI). Among teachers' background variables, teachers' career and status showed significant relations to teacher efficacy, whereas teachers' gender and educational background showed no significant ones. In case of socio-psychological variables, communication among fellow teachers and participation in making decision processes predicted teacher efficacy, whereas pressure from administrative duties, conflicts among teachers, students' academic achievement, and self-efficacy showed no significant predictions. Interaction effects were observed between teachers' background variables and socio-psychological variables; they included interactions between teachers' gender and students' academic achievement, between teachers' sex and students' self-efficacy, between teachers' career and pressure from administrative duties, between teachers' career and students' self-efficacy, between teachers' status and conflicts among teachers, and between teachers' educational background and pressure from administrative duties. Specifically, although students' academic achievement, self-efficacy, pressure of administrative duties showed no significant direct predictive relations to teacher efficacy, these variables showed significant indirect precdictive relations on teacher efficacy through interactions with teachers' background variables. The results are helpful in developing administrative and educational systems in order to enhance teacher efficacy.