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대학 교수자의 커뮤니케이션에 대한 인식이 수업 공정성 인식에 미치는 영향: 수사적, 관계적 요인을 중심으로

The Effect of Teachers’ Communication on Classroom Justice

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주제분류신문방송학

초록

본 연구는 대학 수업에서 교수자의 커뮤니케이션에 대한 인식이 학생들의 수업 공정성 인식에 미치는 영향을 살펴보았다. 교수자 커뮤니케이션은 크게 수사적(명료성 및 공신력), 관계적(라포 및 확인) 관점으로 구분하고, 수업 공정성은 분배, 절차, 상호작용 공정성으로 구분하였으며, 학생들의 교육 지향성(학습 지향, 성적 지향)도 고려하여 분석하였다. 대학생 315명을 대상으로 설문 조사를 실시하였고 분석결과, 교수자의 명료성 및 공신력이 높을수록 분배 공정성을 높게 인식하였고 교수자와의 라포가 높으면 절차 공정성 및 상호작용 공정성을 높게 인식하였다. 그리고 학생들의 예상학점 및 교육지향성도 수업 공정성 인식에 유의한 영향력을 주었다. 이러한 결과를 통해 세 가지 차원의 수업 공정성 인식에 교수자의 수사적, 관계적 커뮤니케이션이 차별적 영향력을 미친다는 것을 확인하였다.

Abstract

This study analyzed the influence of teachers’ communication on students’ perceptions of classroom justice in college classes. Teachers’ communication behaviors were examined in terms of rhetoric(clarity, credibility) and relation(rapport, confirmation), and classroom justice was also examined in terms of distributive, procedural, interactional justice. Regression analysis results for questionnaires administered to 315 university students showed rhetorical communication was a strong predictor of distributive justice and grade expected also predicted distributive justice. Relational relational communication was most strongly related to procedural justice and grade orientation also predicted procedural justice; and relational communication has the explanatory power for procedural and interactional justice. communication. Implications and limitations of our findings are also discussed.

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