무용교수행동유형에 따른 예술 고등학교 무용전공자의 학습만족도

Abstract

The purpose of this study is to investigate the relationship between the types of dance teaching behavior and the learning satisfaction levels of dance students in arts high schools. The subjects were a group of dance students in arts high schools in Seoul. A questionnaire was distributed as a sample based on judgmental sampling of the non-probability sampling methods. Of 150 questionnaires collected, total 138 ones were used for analysis. Collected data were put into reliability, frequency, correlation, and multiple regression analysis for treatment. The reliability level (Cronbach's a) was set at 0.6 or higher. The results of analyzing the learning satisfaction of dance students in arts high schools in relation to the teaching behavior types of dance teachers were as follows:First, the more practice and instruction behavior the dance teachers engaged in, the greater learning and dance environment satisfaction the students showed. Second, the more positive reward behavior the dance teachers engaged in, the greater improvement satisfaction the students showed. Third, the more authoritative behavior the dance teachers engaged in, the greater teaching satisfaction the students showed. Finally, the types of teaching behavior did not have much influence on the students' self-achievement, but they did have positive impacts on the other variables.