교사협력 학교풍토와 학습자 자율성 촉진 교수: 아시아 태평양 세 국가를 중심으로

초록

As a systematic effort to empirically examine how school teachers’ use of autonomy-supportive instruction is influenced by school climate, this study conducted a series of hierarchical linear modeling analyses based on a multi-level sample of 7,716 teachers across 479 middle schools in Australia, Malaysia and South Korea. Data for the study were from the OECD Teaching and Learning International Survey 2008. The main findings from this study lend credence to the hypothesis that teachers who work in a collegial climate are significantly more likely to integrate instructional strategies to foster learner autonomy into their classroom teaching. This sheds light on the possibility that teachers may find themselves more successful in their effort to manage instructional uncertainty when working in a collegial climate. This result is very suggestive, considering that the effect of the collegial climate on teachers’ use of autonomy-supportive instruction appears quite consistent across all three countries analyzed despite the fact that the three countries exhibit quite different sociocultural characteristics.

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