초등교사의 생활지도 관련 직무연수, 학습공동체 참여와 생활지도효능감의 관계 탐색: 교직경력의 조절효과를 중심으로

Exploring the Relationships among Elementary School Teachers’ Participation in In-service Training, Professional Learning Communities, and Student Guidance Efficacy: The Moderating Role of Teaching Experience

이 연구는 생활지도 관련 교사 직무연수 및 학습공동체 참여가 생활지도효능감에 미치는 영향을 탐색하고, 이들 간의 관계가 교직경력에 따라 어떻게 달라지는지를 파악하는 데 목적이 있다. 이를 위해 「서울교원종단연구2020」 1차년도 초등교사 자료를 활용하였다. 교직경력집단에 따른 생활지도 관련 직무연수, 학습공동체 참여, 생활지도효능감의 차이를 파악하기 위해 분산분석(one-way ANOVA)을 실시하였으며, 교직경력집단의 조절효과 분석을 위해 Hayes(2022)의 Process Macro(Model 1)를 적용하였다. 주요 연구결과는 다음과 같다. 첫째, 교직경력에 따라 교사 직무연수시간, 학습공동체 참여 개수, 생활지도효능감에 차이가 있었다. 교직경력 20년 집단의 생활지도효능감이 가장 높았으며, 신규교사 집단의 생활지도효능감이 가장 낮았다. 둘째, 교사 직무연수시간과 생활지도효능감의 관계는 유의미하지 않았으며, 교직경력의 조절효과도 나타나지 않았다. 셋째, 교사학습공동체 참여 개수와 생활지도효능감은 정적인 관계를 보였으나, 교직경력의 조절효과는 유의미하지 않았다. 넷째, 담임교사는 비담임교사보다 생활지도효능감이 높았으며, 교원양성과정의 생활지도 관련 교육내용이 교직수행에 도움이 되었다고 인식할수록 생활지도효능감이 높은 것으로 나타났다. 이러한 연구결과를 토대로 생활지도효능감 향상을 위해 자발적 교사학습공동체 활성화, 교직경력 집단별 특성을 고려한 생활지도 직무연수 강화, 교원양성기관의 생활지도 관련 교육과정 강화 등을 제안하였다.

This study aimed to explore the effects of teachers’ participation in in-service training and professional learning communities on their student guidance efficacy, and how these relationships vary according to teaching experience. To achieve this, data were drawn from the first wave of the Seoul Education Longitudinal Study 2020 involving elementary school teachers. A one-way ANOVA was conducted to examine the differences in teachers’ participation in in-service training and professional learning communities, and self-efficacy in student guidance by teaching experience group. The moderating effect of teaching experience was analyzed using Hayes (2022) Process Macro (Model 1). The main findings are as follows. First, significant differences were observed in in-service training hours, the number of learning community participations, and student guidance efficacy depending on teaching experience. Teachers with 20 years of experience reported the highest levels, while novice teachers reported the lowest. Second, the relationship between in-service training hours and student guidance efficacy was not significant, nor was the moderating effect of teaching experience. Third, the number of learning community participations was positively associated with classroom guidance efficacy, but the moderating effect of teaching experience was not significant. Fourth, homeroom teachers reported higher student guidance efficacy than subject teachers, and teachers who perceived that student guidance-related education in pre-service teacher training programs was helpful for their teaching also reported higher efficacy. Based on these findings, this study suggests promoting voluntary teacher learning communities, enhancing professional development in student guidance considering the characteristics of different teaching experience groups, and strengthening student guidance-related curricula in teacher training institutions to enhance teachers’ student guidance efficacy.