교사의 자기대화(self-talk)에 관한 연구
A Study on the Self-Talk of Teachers
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초록
본 연구는 학교생활에서 직면하게 되는 현상이나 직무 등에 대한 교사들의 긍정적 자기대화 정도를 알아보고자 한다. 주요 연구내용은 자기대화 질문지를 사용하여 신뢰도와 요인분석을 실시하며, 교사의 인구사회학적 변인별 자기대화 차이를 알아보고, 학교급별 교사들 간의 자기대화 차이를 알아본다. 연구대상은 경기북부 초중고 교사 795명이다. 연구결과는 다음과 같다. 첫째, 질문지는 요인분석을 토대로 총 31문항이 선정되었으며 이를 5개 요인으로 분류하였으며 신뢰도는 대체로 양호하였다. 둘째, 교사들의 긍정적 자기대화는 ‘대인관계’와 ‘사기관련’ 요인에서 긍정적 자기대화 수준이 더 높게 나타났다. 셋째, 학교급별로 보면 초등학교에서는 연령별에서 40대 이상의 교사들이, 중학교에서는 성별로 여교사보다 남교사들이, 고등학교에서는 직위별로 부장교사들이 더 긍정적인 자기대화를 하는 것으로 나타났다.
Abstract
The primary purpose of this study is to validate a self-talk scale for teachers and to investigate a self-talk of teachers. To examine the application of self-talk of teachers survey, 795 teachers of elementary school, middle school and high school(male: 281, female: 514) in north Gyeonggi province were sampled. The collected data were analyzed by using both t and F test According to the basis of above, with respect to the reliability data, it is apparent that teacher survey is adequately reliable, but validity was different from original teacher survey. The conclusions were drawn from data analysis are as followes: First. the instrument of measurement was revised and developed. This scale had five factors including authority-related, job-related, morale-related, interpersonal-related and classroom management, shich consisted of thirty one items. Thirty one items out of forty items on self-talk were selected. Second, degrees of self-talk were not significantly different among elementry, middle and high school teachers. With respect to the concurrent validity and reliability, sample size should be extended more than the sample presented in this study. In addition, further study is conducted to improve the positive self-talk of teachers and to inhibit negative emotional reactions such as stress, anxiety, and frustration in school.
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