중등교사가 지각한 학교조직문화유형, 교사-학생관계 교사효능감, 문화간감수성과 다문화교수역량의 구조적 관계

The Structural Relationship among Middle School Teachers’ Perceived School Organizational Culture, Teacher Efficacy for Teacher-Student Relations, Intercultural Sensitivity, and Multi-cultural Teaching Competence

이 연구는 지각된 학교조직문화유형, 교사-학생관계 교사효능감, 문화간감수성과 다문화교수역량의 구조적 관계를 살펴보는 것이 주목적이다. 조사대상은 중학교 교사 231명의 설문자료를 분석하였다. 구조방정식 모형 검증결과, 학교조직문화요인들 중 수직적 개인주의, 수평적 개인주의와수평적 집단주의는 다문화교수역량에 직접적인 영향을 주면서 동시에 교사-학생관계 교사효능감과 문화간감수성을 매개로 간접적인 영향을 미치는 부분매개모형을 적합한 모형이었다. 그러나 수직적 집단주의는 다문화교수역량에 직접적인 영향을 미치지 않았고, 문화간감수성을 매개로만 다문화교수역량에 간접적인 영향을 주었다. 또한 문화간감수성과 교사-학생관계 교사효능감의 매개효과의 통계적인 유의성을 살펴보기 위해, 부트스트래핑을 통한 간접효과를 분석한 결과, 수직적개인주의, 수평적 개인주의와 수평적 집단주의는 95% 신뢰구간에 0이 포함되지 않아 통계적으로유의한 매개효과가 있었다. 이 상의 결과들을 토대로 중학교교사의 다문화교수역량을 향상하기 위해서는 교사의 교사효능감과 문화간감수성을 반영한 수평적인 개인주의 또는 집단주의 조직문화를 조성할 필요가 있다는 점에서 대해 논의하였다.

The purpose of this study was to analyze structure equation modeling of perceived school organizational cultures, teacher efficacy for teacher-student relations, intercultural sensitivity, and multicultural teaching competence. This research investigated the mediation effects of teacher efficacy with respect to teacher-student relations and intercultural sensitivity. The participants were 231 middle school teachers. The results were as follows: It was found through the partial mediation model that direct and indirect effects of the perceived school organizational culture(vertical individualism, horizontal individualism, and horizontal collectivism) on multicutural teaching competence were mediated by teacher efficacy for teacher-student relations and intercultural sensitivity was appropriate. Vertical collectivism had an indirect influence on multicutural teaching competence and was mediated by intercultural sensitivity. Vertical individualism, horizontal individualism and horizontal collectivism also demonstrated that teacher efficacy for teacher-student relations, and intercultural sensitivity, had statistically significant mediated effects on multicultural teaching competence. These findings suggested that we should consider teacher efficacy for teacher-student relations and intercultural sensitivity, and we also need to develop horizontal individualism and collectivism of school organizational culture in order to improve middle school teachers’ multicultural teaching competence.