학생이 지각하는 교사-학생관계가 음악흥미에 미치는 영향
Middle School Students' Perception of Music Teacher-student Relationship, and its Effect on Music Interest
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음악에 대한 흥미는 학생의 음악적 동기를 발달시키는 것은 물론, 음악의 기능과 의미를 결정짓는데 중요한 역할을한다. 특히 음악흥미가 공고해지는 청소년기의 학생이 음악교사와 어떠한 관계를 가지는가는 학생의 음악흥미 발달에 큰 영향을 미칠 수 있다. 본 연구의 목적은 중학생을 대상으로 학생이 인식하는 음악교사와의 관계(이해공감, 친밀감, 유능감)와학생의 상황적, 개인적 음악흥미 간의 관계를 확인하는 것이다. 이를 위하여 중학생 87명을 대상으로 한 예비설문과 중학생400명을 대상으로 한 본 설문을 실시하고 회귀분석을 통해 교사-학생관계가 음악에 대한 상황적, 개인적 흥미에 미치는 영향을 확인하였다. 연구결과, 음악교사가 유능하다고 생각하는 학생의 경우 음악에 대한 상황적 흥미와 개인적 흥미가 모두높은 것으로 나타났다. 또한 유능감은 교사의 이해공감과 친밀감이 학생의 상황적 음악흥미와 가지는 관계를 조절하는 것으로 확인되었다. 즉, 음악교사가 유능하다는 학생의 지각이 학생의 상황적, 개인적 음악흥미 모두를 높이는데 기여할 수 있으며, 교사가 학생을 이해해주고 친밀하게 대함으로써 유발되는 음악흥미를 더욱 높일 수 있음을 의미한다. 이러한 연구결과는 교사의 전문적인 음악 실력과 음악지식 전달에 대한 교수법적인 측면에서 전문성을 갖추는 것이 학생의 음악흥미를 높이는 데 결정적인 역할을 함을 시사한다. 따라서 현직 음악교사와 예비음악교사는 학생을 대하는 인격 못지않게 음악적인 전문성과 음악지도능력의 계발에 힘써야 할 것이다.
Abstract
Students’ music interest plays a critical role in determining their perception of the function and value of music as well as in developing their musical motivation. Music interest is consolidated during adolescence, thus the relationship with a music teacher in school can affect the development of music interest. The purpose of this study was to examine the relationship between middle school students’ musical interest (i.e., situational interest, individual interest) and their perception of music teacher-student relationship (i.e., sympathy, familiarity, capability). Eighty-seven middle school students participated in the preliminary survey and 400 other middle school students participated in the main survey. A multiple regression analysis with interaction terms revealed that a student's perception of high capability in teachers correlated with higher individual music interest as well as situational music interest. Capability moderated the associations of music interest with sympathy and music interest with familiarity. These results suggest that music teachers should have a specialty or expertise in music, such as singing or playing musical instruments, and in music pedagogy. For developing students’ music interest, pre-service music teachers and in-service music teachers need to improve their musical professionalism by specializing and improve their teaching through appropriately presenting their personality.
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