한일 초등 교사의 과학 교수효능감 비교 연구
A Comparative Study on Science Teaching Self-Efficacy of the Elementary School Teachers in Korea and Japan
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In this study, we compared the science teaching efficacy of elementary school teachers in Korea and Japan. Data for the study were gathered using Science Teaching Efficacy Beliefs Instrument (STEBI-A) in each country. The sample was composed of 156 elementary teachers, 106 and 50 in Korea and Japan respectively. STEBI-A is composed of two dimensions of Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE). The major results were as follows. In comparison of STEBI-A, entirely both Korean and Japanese teachers showed higher scores on PSTE dimension than STOE one. Especially, the Korean teachers showed statistically significant difference. Analysis within countries for gender, the scores on STEBI-A showed no statistically significant differences between sex of the teachers. In analysis between countries, the scores of Japanese teachers of both sex in both dimensions of STEBI-A were higher than those of Korean teachers. As expected, the scores of science majors on STEBI-A were higher than those of science non-majors in both countries. In comparisons of PSTE between countries, the scores of non-science majors in Korea and science majors in Japan were significantly higher. Analysis of within countries of STOE according to career in education showed higher in science majors than non-science majors in Japan. In comparisons of STOE between countries, the scores of Japanese teachers were higher than those of Korean teachers regardless of areas of major. In comparison of PSTE within countries, the scores of the teachers who have more than 10 years career in education were higher than those who have less than 10 years career only in Japan. Analysis of STOE between countries showed that, in the case of less than 10 years, there was no difference, and, in the case of more than 10 years, the scores of Japanese teachers were higher than those of Korean teachers. These results suggest that, for the development of preservice and inservice teachers' science teaching self-efficacy, the educational programs for teachers should consider these factors significantly.
Abstract
In this study, we compared the science teaching efficacy of elementary school teachers in Korea and Japan. Data for the study were gathered using Science Teaching Efficacy Beliefs Instrument (STEBI-A) in each country. The sample was composed of 156 elementary teachers, 106 and 50 in Korea and Japan respectively. STEBI-A is composed of two dimensions of Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE). The major results were as follows. In comparison of STEBI-A, entirely both Korean and Japanese teachers showed higher scores on PSTE dimension than STOE one. Especially, the Korean teachers showed statistically significant difference. Analysis within countries for gender, the scores on STEBI-A showed no statistically significant differences between sex of the teachers. In analysis between countries, the scores of Japanese teachers of both sex in both dimensions of STEBI-A were higher than those of Korean teachers. As expected, the scores of science majors on STEBI-A were higher than those of science non-majors in both countries. In comparisons of PSTE between countries, the scores of non-science majors in Korea and science majors in Japan were significantly higher. Analysis of within countries of STOE according to career in education showed higher in science majors than non-science majors in Japan. In comparisons of STOE between countries, the scores of Japanese teachers were higher than those of Korean teachers regardless of areas of major. In comparison of PSTE within countries, the scores of the teachers who have more than 10 years career in education were higher than those who have less than 10 years career only in Japan. Analysis of STOE between countries showed that, in the case of less than 10 years, there was no difference, and, in the case of more than 10 years, the scores of Japanese teachers were higher than those of Korean teachers. These results suggest that, for the development of preservice and inservice teachers' science teaching self-efficacy, the educational programs for teachers should consider these factors significantly.