The purpose of this study is to analysis the structural relationship among the mentoring recognized by teachers, teacher efficacy and school organizational commitment and to explore what functions of the mentoring could improve the teacher efficacy and school organizational commitment. To achieve the purpose, the research questions are as followings. First, it is whether any differences of teacher's recognition on the mentoring, teacher efficacy and school organizational commitment existed according to their background variables. Second, it is whether there was any statistically correlation among the mentoring, teacher efficacy and school organizational commitment recognized by teachers. Third, it is whether the mentoring recognized by teachers affected any teacher efficacy and school organizational commitment. Fourth, it is whether the casual relationship models of the mentoring, teacher efficacy and school organizational commitment, which were created through theoretical background, was coincident with experience.
In order to resolve the purpose and research questions of this study, this study conducted a survey targeting to the teachers of 26 elementary/middle/high schools located in the region of Gyeongsangnam-do. 606 data collected and adopted through the survey were dealt with SPSS statistics 20 for Window and SPSS AMOS 20 program. Independent Samples t-test & F-test, Scheffe test(p<.05), Correlation Analysis, Multiple Regression Analysis, Analysis of Covariance Structural and Maximum Likelihood Methods were utilized as the validation method.
The results of analyzing the survey data by utilizing the above measurement tools come to the major findings as follows.
First, the level of recognition on the mentoring, teacher efficacy and school organizational commitment showed great difference depending on sex, education, teaching career, school grade and school establishment which were the teacher's background variables. Specially, the beginning teacher having not more than 5 years of the teaching career showed the largest recognition on the mentoring. This result suggests that the mentoring should be required in any school so as for the beginning teacher to overcome some difficulties, such as reality shock or transition shock, which may be undergone in its initial job accommodation. It means that the introduction of a beginning teacher mentoring system which is guided and supported by a fully experienced senior teacher should be reviewed such that the beginning teacher may accommodate itself to the culture and rule of a school organization in its early stage, which it is initiated into a teaching career after passing through a teacher training course, and may systematize, step by step, its teaching activities so as to grow into a professional teacher. Additionally, teachers who obtained teacher certification at the graduate level showed higher recognition in the aspects of all provided variables such as mentoring, teacher efficacy and school organizational commitment, etc. than teachers who obtained teacher certification at the undergraduate level. Thus, it is found that teachers recognized positively their school achievement. In a field of teacher efficacy, a teacher having not less than 21 years of the teaching career showed the highest recognition on it. Thus, it is found that a teacher having more teaching career could deal smoothly with school situation and would accumulate its teaching experience to increase its confidence in a teaching strategy. This study suggests that teacher's specialties should be raised by providing it with an opportunity for the academic achievement and having it participated in various training programs and also teachers should make an effort to continue to study its learning.
Second, this study showed that a meaningful positive correlation among the mentoring, teacher efficacy and school organizational commitment recognized by teachers was established. The correlation between all of their subordinate variables as well as the correlation between mentoring and teacher efficacy and the correlation between mentoring and school organizational commitment and the correlation between teacher efficacy and school organizational commitment was positively and meaningfully shown. Thus, it was shown that teachers recognized positively mentoring. Further it is shown that, if a mentoring program is strategically introduced into and utilized in a school, it may enhance the teacher efficacy and intensify the school organizational commitment.
Third, this study showed that the psychological stability function and career development function of the mentoring program affected meaningfully teacher efficacy. Thus, it was seen that the build-up of true human relation, in which the mentor-mentee of both psychological stability function and career development function respected and acknowledged mutually and supported each other's teaching activities, was more effective on raising teacher efficacy than that of a business relationship, in which a mentor teacher granted its mentee-teacher a challenging task as a function of role modeling presentation and gave a feedback of its task performance to the mentee teacher. Accordingly, in the event that a mentoring program is introduced into a school in order to raise teacher efficacy, it is advised that the introduction be made in the direction of intensifying the psychological stability function centered on the human relationship rather than the role modeling presentation function centered on the work.
Fourth, the role-modeling presentation function and career development function of the mentoring program affected the school organizational commitment and also the teacher efficacy affected the school organizational commitment. Accordingly, in order to enhance the mentoring effect on the school organizational commitment, the mentoring relationship shall be made in a direction different from that of teacher efficacy. That is, a task-oriented relationship to grant any task and present its driving method and provide any feedback shall be formed rather than a psychological stability function making much account of human relation. Additionally, it was shown with regard to the teacher efficacy that the classroom management efficacy among its subordinate variables had the largest effect on the school organizational commitment. It seems necessary to enhance the classroom management efficacy by reviewing the efficient control of student's action & class and the adaptable classroom operation plan, etc.
Two theoretical suggestions are largely drawn through the major findings.
First, since it was proved that the mentoring had an effect on teacher efficacy and school organizational commitment, it is necessary that a mentoring program staying at an initial stage be introduced and expanded into a school by a policy. For the purpose of such introduction and expansion, the policy to build the cooperative mentoring system between an experience teacher & a beginning teacher, peer teachers, and teacher & student shall be prepared first of all.
Second, it is necessary to develop and apply by a policy the customized mentoring program, of which organization is depending on both a teaching target and purpose. Like a case of a beginning teacher, teacher efficacy and school organizational commitment as mentioned above, the effect of the mentoring program can be maximized by utilizing it to be suitable for the target and purpose. For example, there are a mentoring system for a beginning teacher, a training mentoring system, a classroom mentoring system and a class & life guidance mentoring system, etc.
When the mentoring system is systematically and continuously operated based on the major findings and suggestions as mentioned above, a teacher itself can have a confidence on any school task to enhance its commitment even in a rapidly changing educational environment and further contribute to the qualitative enhancement of a school education.

본 연구는 교사들이 인식한 멘토링이 교사효능감 및 학교조직몰입간에 구조적으로 어떠한 관계가 있는지를 분석함으로써 교사효능감과 학교조직몰입을 향상시키기 위한 멘토링을 탐색하는데 목적이 있으며 이러한 연구목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다.
첫째, 교사들이 인식한 멘토링, 교사효능감, 학교조직몰입 수준은 교사의 배경변인에 따라 차이가 있는가?
둘째, 멘토링, 교사효능감, 학교조직몰입간에는 통계적으로 어떠한 상관관계가 있는가?
셋째, 교사들이 인식한 멘토링이 교사효능감 및 학교조직몰입에 어떠한 영향을 미치는가?
넷째, 이론적 배경을 통해 설정된 멘토링, 교사효능감, 학교조직몰입간의 인과관계 모형이 경험적으로 부합하는가?
본 연구의 목적 및 문제를 해결하기 위하여 경상남도 일원에 소재하고 있는 초·중·고등학교 26개교에 재직 중인 교사를 대상으로 설문조사를 실시하였다. 설문조사를 통해 수집하여 채택된 606부의 자료는 SPSS statistics 20 for Window와 SPSS AMOS 20 프로그램을 사용하여 처리하였으며 검증방법으로는 독립표본 t 검증(Independent Samples t-test)과 F 검증, Scheffe 검증(p<.05), 상관분석(Correlation Analysis), 다중회귀분석(Multiple Regression Analysis), 공분산구조분석(Analysis of covariance structure), 최대우도법(Maximim Likelihood Method)을 사용하였다.
이러한 측정도구를 사용하여 설문자료를 분석한 결과 다음과 같은 결론이 도출되었다.
첫째, 교사의 배경변인인 성별, 학력, 교직경력, 학교급, 학교설립형태에 따라 멘토링, 교사효능감 및 학교조직몰입에 대한 인식수준에는 통계적으로 유의한 차이가 있다. 우선 멘토링에 대한 인식에 있어서 5년 이하의 교직경력을 가진 초임교사가 가장 높게 나타났다. 이는 초임교사들이 겪는 교직적응에 대한 어려움, 이른바 현실적 충격(reality shock) 또는 전이충격(transition shock)을 극복하기 위해 학교현장에 멘토링이 필요하다는 것을 시사한다. 초임교사들이 교사양성과정을 거쳐 교직에 입문한 초기에 학교조직의 문화와 규범에 적응하고 교수활동을 단계별로 체계화시켜 전문적인 교사로 성장할 수 있도록 경험 많은 선배교사들이 지도와 지원을 하는 초임교사 멘토링 제도(beginning teacher mentoring) 도입을 모색해야 하는 것을 의미한다. 아울러 대학원 출신 교사가 대학교 출신 교사보다 멘토링, 교사효능감 및 학교조직몰입 등 제시된 모든 변수에서 높게 인식하여 교사의 학력증진이 이들에게 긍정적으로 인식되고 있으며 교사효능감에서 교직경력이 가장 많은 21년 이상의 교사가 가장 높게 나타난 것은 교직경력이 많아질수록 학교상황에 유연하게 대처하고 교수경험도 많아져 교수전략에 자신감이 높아진 것으로 판단된다. 이는 교사발달단계별로 교사들의 학력신장 기회 제공, 경력에 따른 다양한 연수프로그램 참여 등으로 교직의 전문성을 제고시키고 지속적인 학문 연구와 노력하는 자세가 요구됨을 시사한다.
둘째, 교사가 인식한 멘토링, 교사효능감, 학교조직몰입간에는 유의미한 정적 상관관계가 성립되는 것으로 나타났다. 멘토링과 교사효능감, 멘토링과 학교조직몰입, 교사효능감과 학교조직몰입 간의 상관관계뿐만 아니라 이들 하위변인 간 모두에서도 상관관계가 정적으로 유의하게 나타났다. 이는 교사들이 멘토링을 긍정적으로 인식하고 학교현장에 멘토링 프로그램을 전략적으로 도입 활용한다면 교사효능감을 높이고 학교조직몰입도 강화할 수 있다는 것을 나타낸다.
셋째, 멘토링의 심리적 안정기능과 경력개발기능이 교사효능감에 유의한 영향을 미치는 것으로 나타났다. 이는 멘토교사가 멘티교사에게 역할모형 제시기능인 도전적 업무를 부여하고 업무성과를 피드백을 해주는 업무적 관계보다는 심리적 안정기능, 경력개발기능인 멘토·멘티간 상호 존경하고 인정하며 교수활동을 지원해 주는 진정한 인간관계를 맺는 것이 교사효능감을 높이는데 더 효과적이라는 것을 보여준다. 따라서 학교현장에 교사효능감을 높이기 위해 멘토링 프로그램을 도입할 경우에는 업무중심의 역할모형제시 기능보다는 인간적 관계 중심의 심리적 안정기능이 강화되는 방향으로 이루어져야 할 것이다.
넷째, 멘토링의 역할모형제시기능과 경력개발기능이 학교조직몰입에 유의미한 영향을 미치며 교사효능감 또한 학교조직몰입에 영향을 준다. 따라서 학교조직몰입에 대한 멘토링 효과를 높이기 위해서는 교사효능감의 경우와 다른 방향으로 멘토링 관계가 이루어져야 한다. 즉 인간관계를 중시하는 심리적 안정기능보다는 업무를 부여하고 그 추진방법을 제시하며 피드백까지 제공하는 업무 중심적 멘토링 관계가 형성되어야 하는 것이다. 아울러 교사효능감은 하위변인 가운데 학급관리 효능감이 학교조직몰입에 가장 많이 영향을 주는 것으로 나타났다. 이는 효율적인 학생 행동 및 수업 통제, 융통성 있는 학급운영방안 등을 모색하여 학급관리 효능감을 향상시킬 필요가 있음을 보여준다.
이러한 결론을 통해 크게 두 가지 시사점이 도출되었다.
첫째, 멘토링이 교사효능감 및 학교조직몰입에 효과가 있다는 것이 입증된 만큼 아직 시작단계에 머물러 있는 멘토링을 학교현장에 적극 도입하여 확대시켜 나갈 필요가 있다. 이를 위해 분야별로 경력교사와 초임교사간, 동료교사간, 교사와 학생간 협력적 멘토링 시스템을 구축하는 정책이 먼저 마련되어야 할 것이다.
둘째, 교육대상과 목적에 따라 구성을 달리하는 맞춤형 멘토링 프로그램을 정책적으로 개발하고 적용할 필요가 있다. 앞서 언급한 초임교사, 교사효능감 및 학교조직몰입 경우처럼 대상과 목적에 맞게 멘토링 프로그램을 활용함으로써 그 효과를 극대화시킬 수 있다. 그 예로 초임교사 멘토링제도(beginning teacher mentoring), 연수 멘토링, 수업 멘토링, 담임 및 생활지도 멘토링 등이 있다.
이상에서 언급한 결론 및 시사점을 근거로 하여 멘토링 제도를 체계적이고 지속적으로 운영해 나간다면 급변하는 교육환경 속에서도 교사 스스로가 학교업무에 자신감을 갖고 몰입도를 높일 수 있으며 나아가 학교교육의 질적 향상에 기여하게 될 것이다.