본문 바로가기
KERD
논문KCI 등재

저경력 교사의 교직 준비도 잠재 집단 유형별 예측 요인과 결과 변인의 차이 분석*

A latent profile analysis of early-career teachers' preparedness

1

조회

0

다운로드

0

인용

0

참고문헌

키워드

주제분류교육학

초록

저경력 교사의 교직 준비도는 교직 적응 및 교직 잔류와 높은 관련이 있음에도 불구하고 국내 교직의 맥락에서 저경력 교사의 교직 준비도에 초점을 두고 다양한 변인과의 관계를 중점적으로 살펴본 연구는 매우 드물다. 본 연구는 저경력 교사의 교직 준비도에 따른 잠재 집단을 분류하고, 각 집단에 속할 확률의 예측 요인과 집단별 결과 변인의 차이를 비교하는 데 목적이 있다. 이를 위해 OECD에서 제공하는 2018 교수 학습 국제 조사(Teaching and Learning International Survey, TALIS)에서 교직 경력 5년 이내인 초등학교 및 중학교 저경력 교사 939명의 자료를 활용하여 잠재프로파일 분석을 실시하였다. 분석 결과, 저경력 교사의 교직 준비도에 따라 (1)전반적 낮은 준비도 집단, (2)낮은 비교과 준비도 집단, (3)전반적 중간 준비도 집단, (4)높은 교과지도 준비도 집단, (5)전반적 높은 준비도 집단으로 총 5개 집단이 식별되었다. 예측 요인 중에는 학교급, 교직 선택 동기, 수업 피드백이 유의한 결과를 나타냈다. 각 집단의 교사효능감, 교직만족, 교직잔류의도, 스트레스는 통계적으로 유의한 차이를 보였으며, 교직 준비도가 전반적으로 높은 집단일수록 결과 요인의 평균값이 높게 나타났다. 연구 결과를 바탕으로 교원양성 교육과정의 질 관리 개선 방안과 교직 초기 적응 지원, 신규교원의 교수 실천 개선과 교직 이탈 방지를 위한 시사점을 논의하였다.

Abstract

The purpose of this study is to categorize potential groups of early-career teachers according to their preparation for the teaching profession and to compare the factors that influence the probability of belonging to each group and the differences in outcome variables across groups. To do so, we conducted a latent profile analysis using data from the OECD's 2018 Teaching and Learning International Survey (TALIS) on 939 Korean primary and secondary school teachers with five years or less of teaching experience. The analysis identified five groups based on the patterns of early-career teachers' teaching preparation responses: (1) overall low preparation, (2) low non-instructional preparation, (3) overall medium preparation, (4) high instructional preparation, and (5) overall high preparation. Among the antecedent factors, school level, motivation for choosing teaching, and classroom feedback had significant effects on group categorization, and teacher efficacy, job satisfaction, retention intention, and stress among each group showed statistically significant differences. Based on the results of the study, implications for improving the quality management of teacher education curriculum, supporting the initial adaptation to the teaching profession, improving the teaching practices of new teachers, and preventing teacher attrition are discussed.

참고문헌 (72)

  1. 곽미규, "초등학교 신규교사가 교직적응에서 경험하는 심리적 성장 과정에 관한 현상학적 연구", 한국초등교육, 31(3), pp.1~20 (2020)
  2. 교원 및 교직환경 국제비교 연구(TALIS): 초등학교 신규교사의 교직적응을 중심으로, "김혜진", 한국교육개발원, ~ (2021)
  3. 교직 생애단계별 연수체제 확립 방안 연구, "김희규", 교육부, 15~32 (2016)
  4. 김희규, "신규교사 추수 직무연수 개선 방안 탐색", 교육문제연구, 28(2), pp.151~178 (2015)
  5. 신붕섭, "신규교사 멘토링 경험에 대한 초임교사의 인식 연구", 교육종합연구, 10(2), pp.231~255 (2012)
  6. 옥장흠, "교사의 직무스트레스요인이 직무만족과 조직몰입 및 이직의도에 미치는 영향", 한국교원교육연구, 26(2), pp.175~200 (2009)
  7. 교원 및 교직환경 국제 비교 연구: TALIS 2018 결과를 중심으로 (I), "이동엽", KEDI, 1~331, pp.RR2019-22 (2019)
  8. 정송, "중등 신규교사의 교직적응 양상과 영향요인 탐색 : 잠재프로파일분석을 중심으로", 교육평가연구, 36(2), pp.315~341 (2023)
  9. 정웅기, "초등학교 신규교사 교직적응의 어려움과 개선방안에 대한 인식", 지방교육경영, 21(3), pp.44~69 (2018)
  10. 하제현, "초등학교 교사의 감정부조화, 직무스트레스, 직무만족, 이직의도간의 인과 관계", 교육연구논총, 36(3), pp.79~99 (2015)
  11. 허영주, "초임 초․중등교사의 교직 적응 및 부적응에의 영향 요인", 예술인문사회 융합 멀티미디어 논문지, 7(8), pp.637~646 (2017)
  12. Admiraal, W., "Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress", Social Psychology of Education, pp.1~29 (2023)
  13. Anhorn, R., "The profession that eats its young", The Kappa Delta Gamma Bulletin, 74(3), pp.15~26 (2008)
  14. Asparouhov, T., "Auxiliary variables in mixture modeling : Three-step approaches using Mplus", Structural Equation Modeling : A Multidisciplinary Journal, 21(3), pp.329~341 (2014)
  15. Bastian, K. C., "Connecting teacher preparation to teacher induction : Outcomes for beginning teachers in a university-based support program in low-performing schools", American Educational Research Journal, 54(2), pp.360~394 (2017)
  16. Bastian, K. C., "What do surveys of program completers tell us about teacher preparation quality?", Journal of Teacher Education, 72(1), pp.11~26 (2021)
  17. Beare, P., "Toward a culture of evidence : Factors affecting survey assessment of teacher preparation", Teacher Education Quarterly, 39(1), pp.159~173 (2012)
  18. Berlin, K. S., "An introduction to latent variable mixture modeling(part 1) : Overview and cross-sectional latent class and latent profile analyses", Journal of Pediatric Psychology, 39(2), pp.174~187 (2014)
  19. Borman, G. D., "Teacher attrition and retention : A meta-analytic and narrative review of the research", Review of Educational Research, 78(3), pp.367~409 (2008)
  20. Boyd, D., "The effectiveness and retention of teachers with prior career experience", Economics of Education Review, 30(6), pp.1229~1241 (2011)
  21. Caprano, R., "Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence", Teacher Education Quarterly, 37(1), pp.131~154 (2010)
  22. Chaney, B., "Novice middle school teachers’ preparedness for teaching, and the helpfulness of supports : A survey of one state", Education Policy Analysis Archives, 28, pp.1~32 (2020)
  23. Darling-Hammond, L., "Variation in teacher preparation : How well do different pathways prepare teachers to teach", Journal of Teacher Education, 53(4), pp.286~302 (2002)
  24. Feiman-Nemser, S., "Helping novices learn to teach : Lessons from an exemplary support teacher", Journal of Teacher Education, 52(1), pp.17~30 (2001)
  25. Fuller, F. F., "Becoming a teacher", Teachers College Record, 76(6), pp.25~52 (1975)
  26. Teacher preparation and teacher retention: Examining the relationship for beginning STEM teachers, "Fuller, E. J.", AAAS ARISE, ~ (2019)
  27. Guadagnoli, E., "Relation of sample size to the stability of component patterns", Psychological Bulletin, 103(2), pp.265~275 (1988)
  28. Han, J., "Teacher motivation : Definition, research development and implications for teachers", Cogent Education, 3(1), pp.1217819~ (2016)
  29. Herman, K. C., "Profiles of middle school teacher stress and coping: Concurrent and prospective correlates", Journal of School Psychology, 78, pp.54~68 (2020)
  30. Huang, J., "Motivation to teach and preparedness for teaching among preservice teachers in China : The effect of conscientiousness and constructivist teaching beliefs", Frontiers in Psychology, 14, pp.1116321~ (2023)
  31. Hulme, M., "The importance of starting well : The influence of early career support on job satisfaction and career intentions in teaching", Journal of Further and Higher Education, 46(4), pp.504~521 (2022)
  32. Ingersoll, R., "Beginning teacher induction : What the data tell us", Phi Delta Kappan, 93(8), pp.47~51 (2012)
  33. Ingersoll, R., "Who’s teaching our children", Educational Leadership, 67(8), pp.14~20 (2010)
  34. Ingersoll, R., "Retaining teachers : How preparation matters", Educational Leadership, 69(8), pp.30~34 (2012)
  35. What are the effects of teacher education and preparation on beginning teacher attrition?, "Ingersoll, R.", Consortium for Policy Research in Education, University of Pennsylvania, ~, pp.Research Report (#RR-82) (2014)
  36. Jepson, E., "Individual contributory factors in teacher stress : The role of achievement striving and occupational commitment", British Journal of Educational Psychology, 76(1), pp.183~197 (2006)
  37. Johnson, S. M., "Life in the fast track : How states seek to balance incentives and quality in alternative teacher certification programs", Educational Policy, 19(1), pp.63~89 (2005)
  38. Kee, A., "Feelings of preparedness among alternatively certified teachers : What is the role of program features", Journal of Teacher Education, 63(1), pp.23~38 (2012)
  39. Klassen, R. M., "Effects on teachers' self-efficacy and job satisfaction : Teacher gender, years of experience, and job stress", Journal of Educational Psychology, 102(3), pp.741~756 (2010)
  40. Klassen, R. M., "The occupational commitment and intention to quit of practicing and pre-service teachers : Influence of self-efficacy, job stress, and teaching context", Contemporary Educational Psychology, 36, pp.114~129 (2011)
  41. Latham, N., "A Comparison of Teacher Preparation Models and Implications for Teacher Attrition : Evidence from a 14-Year Longitudinal Study", School-University Partnerships, 8(2), pp.79~89 (2015)
  42. Teacher quality: A report on the preparation and qualifications of public school teachers, "Lewis, L.", Statistical Analysis, ~ (1999)
  43. Matsko, K. K., "Cooperating teacher as model and coach : What leads to student teachers’ perceptions of preparedness?", Journal of Teacher Education, 71(1), pp.41~62 (2020)
  44. Mayer, D., "Studying the effectiveness of teacher education: Early career teachers in diverse settings" (2017), Springer Nature
  45. Mintz, J., "The reality of reality shock for inclusion : How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?", Teaching and Teacher Education, 91, pp.103042~ (2020)
  46. Mohamed, Z., "Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks", Journal of Education for Teaching, 43(2), pp.151~170 (2017)
  47. Morris, A., "Effects of teacher preparation courses : Do graduates use what they learned to plan mathematics lessons", American Educational Research Journal, 54(3), pp.524~567 (2017)
  48. Muthén, B. O., "Beyond SEM : General latent variable modeling", Behaviormetrika, 29(1), pp.81~117 (2002)
  49. Muthén, B. O., "Handbook of quantitative methodology for the social science", pp.345~368 (2004), Sage
  50. Muthén, B. O., "Integrating person-centered and variable-centered analyses : Growth mixture modeling with latent trajectory classes", Alcoholism : Clinical and Experimental Research, 24(6), pp.882~891 (2000)
  51. Nagin, D. S., "Group-based modelling of development" (2005), Harvard University Press
  52. Nunnally, J. C., "Psychometric theory" (1967), McGraw-Hill
  53. Supporting and guiding novice teachers: Evidence from TALIS 2018, "OECD", OECD Publishing, ~, pp.Teaching in Focus, No. 29 (2018)
  54. OECD, "TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals" (2018), OECD Publishing
  55. Pan, H. L. W., "The catalysts for sustaining teacher commitment : An analysis of teacher preparedness and professional learning", Sustainability, 15(6), pp.4918~ (2023)
  56. Pan, H. L. W., "Exploring the predictors of teacher well-being : An analysis of teacher training preparedness, autonomy, and workload", Sustainability, 15(7), pp.5804~ (2023)
  57. Teacher preparation and professional development 2000 (Publication No. 2001-088), "Parsad, B.", U.S. Department of Education, National Center for Education Statistics, ~ (2000)
  58. Redding, C., "Recent trends in the characteristics of new teachers, the schools in which they teach, and their turnover rates", Teachers College Record, 122(7), pp.1~36 (2020)
  59. Redding, C., "Easy in, easy out: Are alternatively certified teachers turning over at increased rates?", American Educational Research Journal, 53(4), pp.1086~1125 (2016)
  60. Reeves, T. D., "Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction", Teaching and Teacher Education, 109, pp.103546~ (2022)
  61. Richards, K. A. R., "Personal and contextual factors related to teachers’ experience with stress and burnout", Teachers and Teaching, 24(7), pp.768~787 (2019)
  62. Ronfeldt, M., "More or better student teaching?", Teaching and Teacher Education, 28(8), pp.1091~1106 (2012)
  63. Sinclair, C., "Initial and changing student teacher motivation and commitment to teaching", Asia-Pacific Journal of Teacher Education, 36(2), pp.79~104 (2008)
  64. Skaalvik, E. M., "Teacher job satisfaction and motivation to leave the teaching profession : Relations within school context, feeling of belonging, and emotional exhaustion", Teaching and Teacher Education, 27, pp.1029~1038 (2011)
  65. Tait, M., "Resilience as a contributor to novice teacher success, commitment, and retention", Teacher Education Quarterly, 2008(Fall), pp.57~75 (2008)
  66. Tein, J. Y., "Statistical power to detect the correct number of classes in latent profile analysis", Structural Equation Modeling : A Multidisciplinary Journal, 20(4), pp.640~657 (2013)
  67. Tomšik, R., "Choosing teaching as a career : Importance of the type of motivation in career choices", Tem Journal, 5(3), pp.396~400 (2016)
  68. Tricarico, K. M., "Reflection on their first five years of teaching : Understanding staying and impact power", Teachers and Teaching, 21(3), pp.237~259 (2015)
  69. Tschannen-Moran, M., "Teacher efficacy : Capturing an elusive construct", Teaching and Teacher Education, 17(7), pp.783~805 (2001)
  70. Van den Borre, L., "Early career teacher retention intention : Individual, school and country characteristics", Teaching and Teacher Education, 105, pp.103427~ (2021)
  71. Viviani, W., "Teacher preparedness and retention", Teacher Education Quarterly, 50(3), pp.54~77 (2023)
  72. Zhang, G., "A longitudinal investigation of the relationship between teacher preparation and teacher retention", Teacher Education Quarterly, 43(2), pp.73~92 (2016)

관련 논문AI추천

이 간행물의 다른 논문 (25건)