초등학교 교사의 자기장학 참여와 전문적 발달간의 관계

Abstract

This study has a purpose of providing valuable implications for the development of self-supervision through which teacher's professional development is possible. In order to achieve this study's purpose, the following research questions were presented. (1) To what extend do elementary school teachers participate in self-supervision? (2) What influence does elementary school teachers' participation in self-supervision have on teachers' professional development? A Likert-scale-type questionnaire survey was carried out with a sampling of 310 elementary school teachers in Incheon city. T-test/one-way ANOVA test and multiple regression analysis were applied in order to answer the two research questions. The major findings are as follows: (1) The elementary school teachers' participation in self-supervision level was slightly high. And there was a significant difference depending on their background variables especially sex and position variable. (2) There was a high correlation between elementary school teachers' participation in self-supervision and teachers' professional development. It means that when teachers actively participate in self-supervision their professional development for teaching increases. (3) The multiple regression analysis on the effects of self-supervision on professional development of elementary school teachers showed that the teachers' self-supervision has a great effect on professional development.