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교사효능감과 학생들의 자기효능감

Teacher Efficacy and Students' Self-efficacy

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한국영재교육학회 (The Korean Society for Gifted and Talented)|2006.05|영재와 영재교육 (The Journal of the Korean Society for Gifted and Talented)|제5권 제1호|pp. 5-25

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참고문헌

키워드

자기효능감학업동기교사효능감Teacher EfficacySelf-EfficacyAcademic Motivation사회학습이론Social Learning Theory

초록

교수와 학습 활동에서 가장 중요한 심리적 요소 중의 하나가 학습동기이다. 학습자로 하여금 학습동기를 일으켜서 학습에 집중하고 지속적으로 학습하도록 돕는 것이 교사의 중요한 역할 중의 하나다. 교사들 중에는 문제 학생들까지도 자신의 능력과 노력으로 잘 지도할 수 있다고 믿는 교사들도 있고 학생들의 학업 성취에 교사 자신이 영향을 미칠 수 있는 부분은 거의 없다고 생각하는 교사들도 있다. 여러 동기이론들 중에서 최근에는 자기 효능감 이론이 교육심리학계의 많은 관심을 받고 있으며, 교사 효능감, 학생의 자기 효능감, 그리고 학생의 학업성취도 간의 관계에 대한 연구들이 많이 보고되고 있다. 본 연구의 목적은 자기 효능감 이론에 대해 자기효능감과 교사 효능감으로 나누어 자세하게 살펴보고 교사 효능감 연구의 향후 연구 과제를 탐색하는 것이다. 따라서 본 연구에서는 우선 자기 효능감 이론의 기본 틀을 제공하는 Bandura의 사회학습이론을 살펴보고, 두 번째로는 자기효능감에 대한 개념, 자기 효능감의 원천, 그리고 자기효능감이 학습에 어떻게 영향을 미치는지 그 매개과정에 대해 살펴본다. 세 번째로는 교사로서의 자기 효능감, 즉 교사효능감에 대해 알아본다. 마지막으로 효능감 이론의 교육적 적용 및 향후 연구과제에 대해 논의 한다.

Abstract

Every year, teachers meet different students in their classroom. The students in their classroom are composed of similar ages. However, some students are afraid of initiating new tasks and give up easily when they experience difficult tasks. Others like the challenge of difficult tasks and cope with obstacles when encountered during learning. In the process of teaching and learning, one of the most significant psychological factors is learning motivation. Motivation refers to the energy that activates, guides and maintains behavior over time. An important task for teachers is planning how they will motivate their students. There are teachers who believe that they have the capabilities to affect student performance; still others believe they have little influence towards students' achievements. Much of the recent research on self-efficacy suggests that a higher sense of efficacy is related to positive learning and instructional outcomes. In addition to being related to student achievement, teacher efficacy has been associated with other student outcomes such as academic motivation, academic achievement, and students' own self-efficacy. The purpose of this study is to explore the effects of self-efficacy, teacher efficacy and student's self-efficacy to academic achievement in school settings. First, we examined Bandura's Social Learning Theory because it serves as the theoretical foundation of self-efficacy. Second, we examined the concept of self-efficacy, the sources of self-efficacy, and the psychologically mediating process of self-efficacy. Third, the concept and the effects of teacher efficacy to the outcome of learning and instruction were reviewed. Lastly, we discussed the findings of the literature review and provided issues for future studies on self- efficacy in school settings.

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