전문교과 교원의 전공만족 및 교직적응과 학교 혁신행동의 관계에서 교사효능감의 매개효과
Mediation Effect of Vocational Teacher’s Self-Efficacy in the Relationship between Teacher’s Major Satisfaction, Professional Adjustment, and School Innovative Behavior
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초록
본 연구는 전문교과 교원이 갖는 전공에 대한 만족감 수준과 교직적응 수준이 교사효능감, 학교 혁신행동과 어떠한 상관관계를 갖는지, 그리고 전문교과 교원의 전공만족 및 교직적응과 학교 혁신행동의 관계에서 교사효능감이 매개효과를 갖는지를 살펴보고자 하였다. 본 연구의 목적을 달성하기 위하여 서울대학교 농업생명과학대학 교육연수원과 충남대학교 교육연수원에서 직무 및 자격연수 과정을 이수한 전문교과 교원을 대상으로 자료수집하였으며, 최종 결과 분석에 549명의 응답을 사용하였다. 연구결과 도출을 위해 위계적 회귀분석을 활용하였으며 SPSS 23.0과 SPSS Process macro를 사용하여 분석을 실시하였다. 연구결과 종속변인인 학교 혁신행동과 독립변인인 전공만족 및 교직적응, 매개변인인 자기효능감은 모두 유의미한 상관관계가 있는 것으로 나타났다. 또한, 교사효능감이 전공만족과 학교 혁신행동의 사이에서 완전매개하고, 교직적응과 학교 혁신행동의 사이에서 부분매개하며 이러한 매개효과는 통계적으로 유의미함이 확인되었다. 이러한 결과를 바탕으로 특성화고 및 마이스터고의 학교 혁신을 위해 전문교과 교원의 환경적, 심리적 지원이 선행되어야 함을 제언하고, 연구모형을 통해 인적자원개발 연구에 주는 시사점을 제언하였다.
Abstract
This study aimed to seek for the correlation of vocational teacher’s level of major satisfaction and professional adjustment on teacher’s self-efficacy and the school innovative behavior. Also, the mediation effect of vocational teacher’s self-efficacy on the relationship between teacher’s major satisfaction, professional adjustment, and school innovative behavior is investigated. To achieve study’s purpose, data have been collected from the vocational teachers who have enrolled in job and qualification training course from Educational Institute of CALS Seoul National University and Chungnam University, with total of 549 participants for the final result of the analysis. For analyzing the data, hierarchical regression analysis has been utilized with the SPSS 23.0 and SPSS Process macro. Results indicated that the dependent variable, school innovative behavior, showed significant correlation with independent variables, professional adjustment and major satisfaction, as well as mediation variable, teacher’s self-efficacy. Additionally, teacher’s self-efficacy had its complete mediation between major satisfaction and school innovative behavior. Moreover partial mediation was shown in the relationship between professional adjustment and school innovative behavior. Based on the results, implication to provide environmental and psychological support for the vocational teachers in order to stimulate innovation in vocational schools has been illustrated as well as implications for the research in HRD field based on the research model.
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