초·중등학생이 지각하는 교사의 교수역량과 학생들의 핵심역량 간의 관계에서 학교생활만족도의 매개효과: 대구광역시교육청 핵심역량을 중심으로

The mediating effect of school life satisfaction in the relationship between teachers' teaching competence and students' core competencies as perceived by elementary and middle school students: Focusing on the core competencies of the Daegu Metropolitan Office of Education

본 연구는 초·중등학생이 지각하는 교사의 교수역량과 학생의 핵심역량 간의 관계에서 학교생활만족도의 매개효과를 분석하는데 목적이 있다. 이를 위해 2024년 9월 9일부터 9월 20일까지 대구광역시교육청에 재학 중인 학생 489명(초등학생 300명, 중학생 189명)을 대상으로 온라인 설문조사를 실시하였으며, 수집된 자료는 PROCESS macro MODEL 4를 활용하여 분석하였다. 연구결과 학교생활만족도가 교수역량과 핵심역량 간의 관계에서 핵심적인 매개변인으로 작용함이 확인되었다. 첫째, 교과지식은 공감소통역량에만 직접적인 영향을 주었으나 다른 핵심역량에는 유의한 직접효과가 없었다. 둘째, 교수방법은 모든 핵심역량에 직접적인 영향이 없었지만 학교생활만족도를 통한 완전 매개효과가 나타나 간접적으로 영향을 미쳤다. 셋째, 학생평가는 자기관리역량과 공동체역량에는 직접효과가 없었으나, 창의융합적 사고역량과 공감소통역량에는 직접적인 효과가 있었으며, 전반적으로 학교생활만족도가 유의한 매개효과를 나타냈다. 특히, 교우관계·교사관계·학교환경·학교행사는 자기관리역량에, 학습활동·학교환경·학교행사는 창의융합적 사고역량에, 학습활동·교우관계·교사관계·학교행사는 공감소통역량에, 학습활동·학교행사는 공동체역량에 간접적인 영향을 주는 것으로 나타났다. 이러한 결과는 학교생활만족도가 교사의 교수역량이 학생들의 핵심역량 함양에 미치는 영향을 강화하는 주요한 경로임을 시사하며, 교육현장에서 학교생활만족도를 높이기 위한 전략이 핵심역량 함양의 중요한 촉진 요인이 될 수 있음을 보여준다.

This study aimed to analyze the mediating effect of school life satisfaction on the relationship between teachers' perceived teaching competence and students' core competencies, as perceived by elementary and middle school students. To this end, an online survey was conducted from September 9 to September 20, 2024, with 489 students (300 elementary school students and 189 middle school students) enrolled in the Daegu Metropolitan Office of Education. The collected data were analyzed using PROCESS macro MODEL 4. The results of the study confirmed that school life satisfaction served as a key mediating variable in the relationship between teaching competence and core competencies. First, subject knowledge had a direct effect only on empathic communication competence, but no significant direct effect on other core competencies. Second, while teaching methods had no direct effect on any of the core competencies, they had an indirect effect, as demonstrated by a full mediating effect through school life satisfaction. Third, student evaluations had no direct effect on self-management and community competencies, but did have a direct effect on creative convergence thinking and empathic communication. Overall, school life satisfaction showed a significant mediating effect. In particular, peer relationships, teacher relationships, school environment, and school events were found to have an indirect effect on self-management competency; learning activities, school environment, and school events were found to have an indirect effect on creative and convergent thinking competency; learning activities, peer relationships, teacher relationships, and school events were found to have an indirect effect on empathic communication competency; and learning activities and school events were found to have an indirect effect on community competency. These results suggest that school life satisfaction is a major pathway that strengthens the influence of teachers' teaching competency on the development of students' core competencies, and demonstrate that strategies to increase school life satisfaction in educational settings can be an important facilitating factor in the development of core competencies.