교사의 학부모와 교류정도, 학교의 변화 지향적 풍토 및 전문성 개발 활동 간의 관계

초록

Purpose: In relation to the professional development of teachers, personal characteristics and motivations of teachers, cooperative activities with peer teachers, principal variables, and relationships with local conditions or the environment have been mainly explored. On the other hand, it is relatively unclear how the school organization's environment, such as parental influence or organizational climate, affects discriminatively. Approach: Therefore, this study analyzed the relationship between teacher-parents interaction degree, change-oriented school climate and professional development activities based on TALIS 2018 data from Korean middle school as a random coefficient model. Results: As a result, it was confirmed that the degree of interaction with parents at the individual teacher level has no positive relationship with participation in professional development activities. However, it was confirmed that the relationship between these two variables at the teacher level depends on the change-oriented organizational climate at the school level. In other words, it was found that in a school with a high organizational climate, change of teacher-parent has a positive effect on teachers' professional development activities. Value: The findings of this study suggest that in addition to the importance of close interaction between teachers and parents in the development of school policy that promotes professional development activities of teachers, it is necessary to take into account the situation of the school organizational climate.

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