중등교사의 자아존중감과 다문화 교육역 량의 관계: 인권의식과 다문화 수용성의 매개효과

On the Relationship Between Secondary School Teachers' Self-Esteem and Multicultural Education Competency: The Mediator Effects of Human Rights Awareness and Multicultural Acceptability

This study sought to examine the mediating effeas of human rights awareness and multicultural acceptance in the relationship between self-esteem and multicultural educational competency. The subjeas of the study were middle school teachers currently working in Korea. In order to anal~ the results, descriptive statistics analysis, correlation analysis, reliability analysis, and structural equation model verification were conduaed. First, as a result of the structural equation model verification, self-esteem had a significant positive effect on human rights awareness. Human rights awareness had a significant positive effect on multicultural acceptance, and multicultural acceptance had a significant positive effect on multicultural education competency. Second, human rights awareness was found to completely mediate the relationship between self-esteem and multicultural acceptance, and multicultural acceptance was also found to completely mediate the relationship between human rights awareness and multicultural educational competency. Lastly, as a result of the indirea effi虹through bootstrapping, human rights awareness and multicultural acceptance were found to play a double mediating role in the relationship between self-esteem and multicultural educational competency. Based on the results of this study, we understood the structural relationship between variables that affect multicultural educational competency and examined its significance.