교사가 인식한 학교장의 수업지도성과 교사효능감의 탐구

Exploring of Principal s instructional leadership and teacher efficacy by Teacher perceptions

본 연구의 목적은 교사가 인식하고 있는 중학교 학교장의 수업지도성과 교사효 능감을 살펴보고 교육적 시사점을 제시하는데 있다. 교육적 시사점을 제시하기 위 해 배경이론에 근거하여 학교장의 수업지도성 하위요인을 ‘수업지원, 교원능력개발, 질관리, 문제해결, 조정’으로 구분, 교사효능감의 하위 요인으로 ‘교수관련 효능감’, ‘생활지도관련 효능감’으로 나누어 통계자료와 면담자료를 중심으로 분석한 후 교 육적 시사점을 도출해 보고자 하였다. 분석결과 학교장의 수업지도성은 ‘교원능력개발’에 중점을 두고 있으며, 교사효 능감은 ‘교수관련효능감’에 높은 인식을 하고 있는 것으로 나타났다. 따라서 교육프 로그램 설계시 학교장 수업지도성은 ‘교원능력개발’과의 연계성을 고려하고, 교사효 능감은 교수관련 ‘교수학습’과의 관련성을 가지고 설계되어야 할 것이다.

The purpose of this study is to explore principal s instructional leadership and teachers efficacy and to present the educational implications. To provide educational implications based on the theory behind the leadership of the principal lessons of the factors support for teaching, teacher skill development, quality control, problem solving and coordination as sensitive, sub-factors of teacher efficacy efficacy for teaching guidance-related efficacy , collective teacher efficacy is divided into focusing on statistical data and interview data to explore the educational implications are investigated. To achieve this goal, research problems were established as follow: Middle school principals instructional leadership and how about the real situation of teacher efficacy, and what is the educational implications. The results are as follows. The principal s instructional leadership as a Teacher capacity Development is focused on and teachers efficacy as a teaching-related efficacy were found to have high recognition. Therefore, when planning educational programs, principal s instructional leadership as a Teacher capacity Development linkages to be considered and teachers Efficacy as a Teaching-learning should be designed to have their relevance.