교사 발달단계별 직무역량 요구분석 : 서울초등교사를 대상으로
Need Analysis of Job Competence Based on Teacher Development: Elementary School Teachers in Seoul
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본 연구는 교사의 발달단계를 결정하고 이에 따라 교사의 직무역량요구를 파악하여 우선순위를 제안하는데 목적이 있다. 이를 위하여 서울시내 초등학교 교사를 대상으로 편의표집방법을 활용하여 자료를 수집하였다(유효자료수 298부; 유효회수율 72.7%). 연구결과 첫째, 본 연구에 참여한 교사들의 70% 이상이 성장 또는 성숙단계에 있었다. 둘째, 교직경력을 고려한 교사발달단계는 생존단계, 조정단계(성장·안정침체·좌절단계), 그리고 성숙·승진지향단계로 구분할 수 있다. 셋째, 조정단계의 교사들은 성숙․승진지향단계의 교사들에 비해 직무역량에 대한 요구가 높았다. 넷째, 우선순위를 결정한 결과 조정 및 성숙․승진지향단계 모두에서 고려할 직무역량으로 다양한 교수-학습방법의 이해, 상황에 따른 교수전략 실천, 그리고 상담 이론 및 실제가 도출되었다. 또한 각 단계별로 필요한 직무역량에 차이가 있었다. 이를 기초로 몇 가지 이론적·실천적 함의를 제안하였다.
Abstract
The purpose of this study has threefolds: (1) to explore teacher developmental stages, (2) to determine the need of job competence for elementary school teachers based upon teachers' development stages and finally to set the priorities of the identified needs. 311 elementary school teachers in Seoul Metropolitan School District were participated in this study (valid response rate: 72.7%). The major findings of this study are as followed: (1) six job competence clusters and 37 sub-job competences for teachers were identified. (2) more than 70% of teachers were in the developmental stage of either growth or maturity. (3) three stages of teacher development were identified as the self-adequacy focusing on survival, the mediation among growth, stability, and frustration, and finally maturity/promotion. (4) teachers at the stage of mediation tended to have higher needs of job competences than those at the stage of maturity/promotion. (5) regardless of developmental stages, the understanding of teaching and learning methods, the practice of instruction strategy according to situation, and the theory and practice of school counseling were appeared as common job competences. Also there are different needs of job competences based on developmental stages. Finally, this study proposed some theoretical and practical implementations.
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