국내 교사 효능감 척도 개발을 위한 교사 효능감 척도에 대한 고찰 및 제언 = Reflective Inquiry on Teacher Efficacy Scales and Suggestions for Developing New Teacher Efficacy Scale

다국어 초록 (Multilingual Abstract)

Teacher efficacy is defined as teachers’ belief of their own capabilities that they can improve performance or motivation from their students. According to previous studies, it is known for powerful predictor of diverse teacher variables, such as job satisfaction or job stress. However, there are some limitations in a variety of teacher efficacy scales, which has been used in many previous researches. First, most of teacher efficacy scales mainly focus on instructional efficacy. Second, those scales do not have predictive power on cognitive or emotional aspects of students unlike the definition of teacher efficacy. Lastly, distinctive characteristics of Korea educational environment is not reflected on teacher efficacy scales. To solve these problems, the present study examine limitations of teacher efficacy scales through reviewing previous studies, and suggest future directions for developing teacher efficacy scale.

국문 초록 (Abstract)

교사 효능감이란 학습자들로부터 긍정적인 결과물을 이끌어 낼 수 있는 능력에 대해 교사 자신이 가지고 있는 믿음이라고 정의한다. 그리고 다양한 이전 연구들을 통해 교사 효능감은 직무 만족이나 스트레스와 같은 다양한 교사 관련 변인들을 강력하게 예측하는 변인이라는 것을 확인할 수 있다. 하지만 교사 효능감에 대한 이전 연구들을 살펴보면 다음과 같은 문제점들을 확인할 수 있다. 첫째, 대부분의 교사 효능감 척도들은 교사의 교과지도 능력을 측정하는 데에만 치중되어 있다. 둘째, 현재까지 이뤄진 교사 효능감에 관한 연구들은 다양한 교사 관련 변인들을 설명하고 있지만, 정작 개념적 정의와 관련된 학습자 변인에 대한 설명력은 부족하다. 뿐만 아니라 양적인 부분에서도 연구가 많이 이뤄지지 않고 있다. 마지막으로 국내 교사 효능감 척도들은 국내 교육 환경적 특성을 충분히 반영하지 못하고 있다. 최근 교사 효능감 연구에 대한 관심이 증대되고 다양한 연구들이 이뤄지고 있지만, 앞서 이야기한 문제점들에 대한 고찰은 이뤄지지 않고 있다. 따라서 이 연구에서는 국내외 교사 효능감에 관한 선행연구들의 고찰을 통해 현재 사용되고 있는 교사 효능감 척도들의 문제점을 살펴보고, 향후 척도 개발에 고려해야 할 점에 대해 제언을 하고자 한다.

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