학업성취에 대한 학급 및 교사 요인의 영향
An Analysis on Class- and Teacher-Level Variables Affecting Academic Achievement
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본 연구는 2007년도 국가수준 학업성취도 평가 고등학교 1학년 국어과와 수학과 데이터를 이용하여 학급 단위에서 해당 교사의 수업을 받은 학생의 학업성취 자료를 기반으로 학급 및 교사의 요인이 학생의 학업성취도에 미치는 영향력을 분석하였다. 연구 결과, 기초모형 분석에서 학교수준을 포함한 학급 및 교사수준의 분산은 국어성취도에서 24.5%, 수학성취도에서는 25.6%를 차지하는 것으로 나타났다. 단계별 분석을 통하여 학생의 가정배경과 학교의 배경을 통제했을 때, 학급 및 교사수준 배경변인이 2수준 분산의 9.9%(국어), 18.9%(수학)를 추가로 설명하였다. 또한 위의 모형에서 학생특성변인을 추가로 통제했을 때, 수업관련변인이 2.8%(국어), 0.8%(수학)의 추가적인 설명력을 가지는 것으로 나타났다. 국어성취도에 유의한 영향이 있는 학급 및 교사요인은 학급 평균 SES, 교직 경력, 사범대 출신 여부, 학생으로 인한 수업 저해 정도에 대한 인식, 수업 준비 정도, 문학 영역 강조 여부인 것으로 나타났으며, 수학과에서는 학급평균 SES, 학생으로 인한 수업 저해 정도에 대한 인식이었으며, 수학교과 전담교실의 설치 여부가 수학성취도에 정적인 영향을 주는 것으로 분석되었다. 이상의 연구 결과를 통해 매년 수행되는 국가수준 학업성취도 평가 결과를 활용하여 보다 영향력 있는 교사수준 변인의 탐색, 교수･학습요인의 측정이 필요하며, 교실에서의 복합적인 교육활동의 실제를 드러낼 수 있는 분석 연구가 필요함을 제언하였다.
Abstract
This study analyzed the influence of class- and teacher-level variables based on student data in Korean language and mathematics for high school juniors in the National Academic Achievement Evaluation. It was found that school, class and teacher variances in Korean language and mathematics were 24.5% and 26.5%, respectively, of the total variance. Class- and teacher-level background factors accounted for an additional 9.9% and 18.9% of level 2 variance, controlling for student and school background factors, and teaching-related variables accounted for an additional 2.8% and 0.8%, respectively, after controlling for student characteristics. It was also determined that the significant variables of class and teacher levels that had a meaningful influence on the subject of Korean language based on the National Academic Achievement Evaluation were the mean SES of the class, the teaching experience of the teacher, whether the teachers graduated from a college of education, student disruption of class, how well teachers prepared for their lessons, and how much emphasis was given to literature. In mathematics, the mean SES of the class, student disruption of class, and whether or not an exclusive classroom for mathematics was established influenced academic achievement. Based on the results, the study emphasized the need for continuous analysis using the yearly National Academic Achievement Evaluation data, as well as the need to explore the significantly influential variables of teacher and teaching-learning.
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