대학생의 전공선호도와 교직기대감이 학업효능감에 미치는 효과 분석

Abstract

The objective of this study is to observe how the preferences for major and expectations for the teaching profession of students who have completed teacher training for general departments affects the learning efficacy. For this purpose, 252 surveys of students majoring in Chinese and Japanese at general universities were analyzed. The analysis results show the factors related to learning efficacy (self-confidence, self-regulatory efficacy, preference of task difficulty) to be expectations for one's major, satisfaction of the teaching profession, views of teaching and professional competence. The results of analyzing the effect of preference of major and expectations of the teaching profession on learning efficacy shows, although the overall explanatory power of the regression analysis does not appear to be high, expectations of one's major and views on teaching has a significant affect on academic efficacy. In conclusion, preference for major (expectations for one's major) and expectations of the teaching profession (views on teaching) has an overall positive effect on learning efficacy. Further research determining how factors such as the expectations of the teaching profession are applied to students through the majors or departments managed by teacher training is needed, and such research results need to be applied to teacher training management and university freshmen selection.