초등교사가 지각한 직무환경과 교수효과성 간 관계에서 집단적 교사효능감과 개인적 교사효능감의 매개 효과

Influence of elementary school teachers’ perceived work environment on teaching effectiveness mediated by collective and personal teacher efficacy : An application of multi-group analysis across teaching career

이 연구는 교사가 지각한 직무환경과 교수효과성의 관계에서 교사효능감의 매개효과를 알아보았다. 교사효능감은 집단적 효능감과 개인적 효능감을 모두 알아보았고 직무환경, 교사효능감, 교수효과성 간의 관계에서 경력별로 차이를 나타낸다는 선행연구들의 결과에 따라 교직경력별로 집단차이를 알아보았다. 연구대상자는 전국의 담임 또는 교과를 담당하고 있는 초등학교 교사 416명을 대상으로 하였고, 연구 분석으로 다중집단 구조모형분석을 통해 비교하였다. 분석 결과는 다음과 같다. 첫째, 저경력(10년 이하), 중경력(11-20년), 고경력(21년 이상) 교사 모두 직무환경이 교수효과성에 미치는 직접효과는 없었다. 반면 저경력교사와 중경력교사는 집단적 교사효능감과 개인적 교사효능감을 통한 간접효과는 모두 유의하였고, 고경력교사에서는 집단적 교사효능감을 통한 간접효과만 유의하였다. 둘째, 교사의 직무환경이 교수효과성에 미치는 직접적인 인과관계에서 세 집단 모두 경로계수는 효과가 없는 것으로 나타났다. 하지만 교직경력별 세 집단 간에 유의한 차이를 보였다. 중경력교사 경로계수의 크기는 저경력교사나 고경력교사 보다 상대적으로 높았다. 셋째, 교사의 직무환경이 집단적 교사효능감에 미치는 직접적인 인과관계에서 교직경력별 세 집단 간에 유의한 차이를 보였다. 세 집단 모두 경로계수는 효과가 있었지만, 저경력교사와 고경력교사 경로계수의 크기는 중경력교사 보다 상대적으로 높았다. 넷째, 교사의 직무환경이 개인적 교사효능감에 미치는 직접적인 인과관계에서 세 집단 간 차이가 나타났다. 저경력교사의 경로계수는 통계적으로 유의미하게 나타났지만 중경력교사와 고경력교사에서는 효과가 없는 것으로 나타났다.

The purpose of this study is to investigate whether teaching career have significant effects on changing path coefficients in analyzing the effect of teachers' work environment on teaching effectiveness in mediation of collective teacher efficacy and personal teacher efficacy. The subject of this study was 416 elementary homeroom and subject teachers nationwide. Analysis results of multi-group structural equation models according to teaching career are as follows. First, there was a moderation effect in path from teachers' work environment to teaching effectiveness. Path coefficients of all three groups were not significant, but there were differences among three groups according to teaching careers. Path coefficient of mid-career(11-20 years) teachers was relatively larger than that of both short-career teachers(less than 10 years) and high-career teachers(over 21 years). Second, there was a moderation effect in path from teachers' work environment to collective teacher efficacy. Path coefficients of all three groups were significant, but there were differences among three groups according to teaching careers. Path coefficient of both short-career teachers and high-career teachers were relatively larger than that of mid-career teachers. Third, there were differences in the paths from teachers' work environment to personal teacher efficacy between three groups. Path coefficient of short-career teachers was statistically significant, but that of mid-career teachers and high-career teachers were not significant. Implications of this study are as follows. First, this study performed an empirical analyses of relationships and structures among teachers' work environment, teacher efficacy, and teaching effectiveness and investigated whether there were statistically significant differences in path coefficients among models where teaching career were moderators. Second, this study showed that teachers' work environment has indirect effect on teaching effectiveness through mediation of collective teacher efficacy and personal teacher efficacy. Third, it dealt with work environment as a compound of physical, social-psychological, and structural factors. Fourth, it investigated relationships of teaching effectiveness with collective teacher efficacy as well as personal teacher efficacy to understand the nature of teacher efficacy which have a continuous and consistent effect on teaching effectiveness.