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참여적 학교풍토와 교사 직무만족 관계에서 집단적 교사 혁신성의 매개 역할: 학교 및 교사 개인 수준에서 다층구조관계모형 분석

The Mediating Role of Collective Teacher Innovativeness Between Participatory School Climate and Teacher Job Satisfaction: Multilevel Structural Equational Modeling

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참고문헌

키워드

주제분류교육학

초록

교사들의 혁신성은 학교혁신을 이끄는 핵심 요인으로서 그 중요성이 강조되고 있으나, 이제까지는 개별 교사 차원에서만 주로 다루어져 학교수준에서 분석한 연구가 부족한 실정이다. 이에 따라 본 연구의 목적은 참여적 학교풍토와 교사 직무만족 관계에서 집단적 교사 혁신성의 매개적 역할을 교사 및 학교수준에서 확인하는 것이다. 본 연구의 분석대상은 2018 OECD Teaching and Learning International Survey에 참여한 우리나라 345개 초중학교의 소속 교사 6,138명이다. 본 연구에서 집단적 교사 혁신성의 매개적 구조관계는 다층구조방정식 모형을 활용하여 검증하였다. 연구 결과에 따르면, 우리나라 초중학교 교사들의 개인 인식 차원에서 집단적 교사 혁신성은 참여적 학교풍토와 교사 직무만족의 간의 관계에서 부분 매개 효과를 보여주었다. 반면에 학교 수준에서는 집단적 교사 혁신성이 완전 매개 역할을 하는 것으로 나타났다. 본 연구결과는 초중학교 교사의 직무만족을 높이기 위해 교사들의 혁신성 향상이 교사 개인은 물론이고 학교조직 차원에서도 중요하다는 것을 시사하고 있다. 아울러, 본 연구 결과는 단위학교에서 교사들의 혁신성 향상을 위한 선행조건으로써 참여적 학교풍토 조성이 제도적 및 행정적 차원에서 필요함을 제언하였다.

Abstract

Purpose: The purpose of this study was to investigate the mediating effect of collective teacher innovativeness in the relationship between participatory school climate and teacher job satisfaction at the both the teacher and school level, using a multilevel structural equation modeling. Design/methodology/data: The data came from 6,138 teachers atof 345 elementary and middle schools in South Korea who participated in the 2018 Teacher and Learning International Survey (TALIS). Results: The study found that collective teacher innovativeness played a partial mediating role in the relationship between participatory school climate and teacher job satisfaction at the teacher level, whereas it had a full mediating role at the school level. Value: This finding shows that teachers' innovativeness is critical to enhance their job satisfaction at the both the teacher and school level. In addition, this study suggests that we need to make a systemic effort to establish a participatory school climate which leads to increasing teachers' innovativeness.

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