초등학교 교사의 자기주도 학습력과 과학 교수 효능감 및 기타 배경 변인들의 관계
Relationships among Self-Directed Learning Ability, Science Teaching Efficacy Beliefs, and Other Background Variables of Elementary School Teachers.
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Abstract
In this study, the relationships among self-directed learning ability, science teaching eficacy beliefs (personal scienceteaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other backgroundvariables of elementary schol teachers were investigated. A survey was administered to 234 teachers from 25 ele-mentary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlatedwith their personal science teaching eficacy, science teaching outcome expectation, life satisfaction, job satisfaction,and age. A stepwise multiple regresion analysis revealed that personal science teaching eficacy, life satisfaction,science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.
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