중등교사의 학습민첩성과 학습전이 간의 관계: 무형식학습과 전문성 지원환경의 조절된 매개효과
The relationship between learning agility and learning transfer of secondary school teachers: Moderated mediating effects of informal learning and professional support environment
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본 연구는 중등교사의 학습전이 제고를 위해 학습민첩성, 무형식학습, 학습전이 간의 관계에서 전문성 지원환경의 역할을 규명하는 데 목적을 두었다. 연구목적을 달성하기 위하여 중등교사 296명의 응답자료를 분석에 활용하였고, SPSS PROCESS macro 4.2를 사용하여 조절된 매개모형을 분석하였다. 분석 결과, 첫째, 학습민첩성과 학습전이 간의 관계에서 무형식학습의 매개효과가 나타났다. 둘째, 학습민첩성, 무형식학습, 학습전이 간의 관계가 전문성 지원환경에 의해 조절되어 조절된 매개효과가 확인되었다. 이상의 분석결과를 토대로 관련된 논의 및 시사점을 제시하였다.
Abstract
The purpose of this study was to investigate the role of the professional learning support environment in the relationship among learning agility, informal learning, and learning transfer to enhance secondary teachers’ learning transfer. Data were collected from 296 secondary school teachers and analyzed using SPSS Process Macro 4.2 to test a moderated mediation model. The findings are as follows. First, informal learning was found to mediate the relationship between learning agility and learning transfer. Second, the relationships among learning agility, informal learning, and learning transfer were moderated by the professional learning support environment, confirming a moderated mediation effect. Based on these results, this study discusses the implications for fostering teachers’ learning agility and promoting informal learning through supportive professional environments, and suggests directions for designing teacher learning and professional development systems.