성인영어학습자의 영어교사효능감 관련 변인들 간의 구조적 관계 분석
An Analysis of Structural Relationships Among Related Variables of Prospective Teachers' English Teacher Efficacy
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본 연구의 목적은 성인영어교수자의 교수리더십, 성인영어학습자의 영어자아개념, 셀프리더십, 영어교사효능감 간의 구조적 관계를 분석하는 것이었다. 이를 위하여 평생교육원 영어교사양성 과정 중 17개를 대상으로 설문조사를 실시하였고, 634부가 최종 분석에 사용되었다. 본 연구의 연구모델을 통계적으로 검정하기 위한 주된 분석방법으로는 구조방정식이 활용되었다. 연구결과는 다음과 같다. 첫째, 교수리더십은 영어교사효능감에 직간접 효과가 있는 것으로 나타났다. 둘째, 성인영어학습자의 셀프리더십은 교수리더십과 영어자아개념의 매개변인으로 그 영향력이 검증되었다. 셋째, 영어자아개념은 영어교사효능감에 직간접 효과가 있는 것으로 나타났다. 넷째, 영어자아개념은 셀프리더십에 직접 효과를 미치는 것으로 나타났으며, 결과적으로 영어교사효능감에 긍정적 영향을 미치는 것으로 나타났다. 연구결과를 통해 교수리더십과 영어자아개념은 영어교사효능감에 영향력 있는 변인임이 실증되었는데, 이를 통해 안드라고지에 기초한 성인교수자의 교수리더십과 영어교사를 희망하는 성인학습자의 긍정적 자기인식이 교사효능감과 연관된 주요 변인임이 입증되었다. 이는 배움, 성장, 변화를 위한 성인학습자의 자기주도성 및 동기의 중요성을 확인한 의미 있는 결과이다.
Abstract
The purpose of this study was to analyze the structural relationships between adult English educators' instructional leadership, adult English learners' English self-concept, self-leadership, and English teacher efficacy. The sample(N=634) was drawn from 17 EFL teacher training programs of lifelong educational institutions and the collected data were analyzed with structural equation modeling. Findings from SEM demonstrated the existence of a positive relationship of instructional leadership, English self-concept, and self-leadership with English teacher efficacy. In particular, instructional leadership had the most influential effect on educational satisfaction and self-leadership was found to be a significant mediating variable. Although English self-concept was not statistically significant in this study, English self-concept was found to be a significant predictor for self-leadership and English teacher efficacy. With research indicating that English self-concept has affected self-leadership and English teacher efficacy directly, it may be inferred that enhancing English self-concept would be still an effective way to boost adult students' educational satisfaction.
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