음악교사효능감의 직무수행 영역 확인 및 구성요인 탐색
Identification of job-related ares and Exploration of Components on Music Teachers' efficacy
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Teacher efficacy, a kind of self-efficacy which is context-specific, usually pertains to one's perceived competence to deal with all demands and challenges that are implied in teachers' professional life. Based on Bandura's self-efficacy theory, this study was to identify job-related areas that affect music teachers' efficacy and to explore components of music teachers' efficacy in each job-related area. For this study, thirty two elementary and secondary music teachers participated in open-ended questionnaire survey and focus group interview. The responses were categorized and verified by the means of inductive content analysis. The results showed that music teachers' efficacy consists of five job-related areas, which are subject teaching, school-life discipline, teaching in extracurricular activities, school administration, and interpersonal relationship as identified in the precedent studies. Also, the components of music teachers' efficacy covers those of general teacher efficacy, and at the same time reflects the unique mode of music teachers' professional life in school. Based on this result, this study supports Bandura's theory that the components of teacher efficacy can be different depending on the characteristics of each academic subject.
Abstract
Teacher efficacy, a kind of self-efficacy which is context-specific, usually pertains to one's perceived competence to deal with all demands and challenges that are implied in teachers' professional life. Based on Bandura's self-efficacy theory, this study was to identify job-related areas that affect music teachers' efficacy and to explore components of music teachers' efficacy in each job-related area. For this study, thirty two elementary and secondary music teachers participated in open-ended questionnaire survey and focus group interview. The responses were categorized and verified by the means of inductive content analysis. The results showed that music teachers' efficacy consists of five job-related areas, which are subject teaching, school-life discipline, teaching in extracurricular activities, school administration, and interpersonal relationship as identified in the precedent studies. Also, the components of music teachers' efficacy covers those of general teacher efficacy, and at the same time reflects the unique mode of music teachers' professional life in school. Based on this result, this study supports Bandura's theory that the components of teacher efficacy can be different depending on the characteristics of each academic subject.
참고문헌 (24)
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