디지털융복합연구 (Journal of Digital Convergence)

한국디지털정책학회 (The Society of Digital Policy and Management)
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학생 참여형 수업에서 교사 배경변인과 교사효능감이 초등교사의 수업행동에 미치는 영향

The Effects of Teacher's Background Variables and Teacher Efficacy on Elementary School Teacher's Instructional Behavior in Student-Participatory Class

  • 김도형 (경상대학교 대학원 교육학과) ;
  • 이동엽 (경상대학교 교육학과)
  • Kim, Do-Hyeong (Department of Education, Gyeongsang National University) ;
  • Lee, Dong Yub (Department of Education, Gyeongsang National University)
  • 투고 : 2020.09.08
  • 심사 : 2020.11.20
  • 발행 : 2020.11.28
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초록

본 연구는 교사 배경변인과 교사효능감이 학생 참여형 수업에서 초등교사의 수업행동에 어떠한 영향을 미치는지 분석하기 위한 목적으로 수행되었다. G 지역에 재직 중인 초등학교 교사 122명을 대상으로 설문조사를 실시하였으며, 변수 간의 영향 관계를 분석하기 위해 회귀분석을 수행하였다. 연구결과, 교사효능감의 하위변인인 자기조절효능감과 과제난이도 선호가 초등교사의 수업행동에 유의미한 영향을 미치는 것으로 밝혀졌다. 교사의 수업행동 중 수업지식과 수업동기유발에 대해서는 자기조절효능감이 과제난이도 선호보다 더욱 높은 영향을 미쳤고, 수업의사소통에 대해서는 과제난이도 선호가 자기조절효능감 보다 영향력이 더욱 높은 것으로 나타났다. 연구결과를 바탕으로 학생 참여형 수업에서 초등교사의 바람직한 수업행동이 나타날 수 있는 방안에 대해 고찰하였다.

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

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