교사협력활동과 수업전문성 효과 인식의 관계에서 수업효능감의 매개효과 분석

초록

This study examined the mediating effect of instructional efficacy as it pertains to a teacher’s collaborative activities and their perception of instructional professionalism’s effectiveness. Design/methodology/data/approach: Structural equation modeling was conducted to determine the relationship of these three dimensions. The data used in this study came from the OECD Teaching and Learning International Study (TALIS) 2013, which consists of 2,933 teachers from 177 secondary schools. Findings/Results: This study produced two major findings. First, teacher collaboration had a positive impact on both the perception of instructional professionalism’s effectiveness and instructional efficacy. In addition, instructional efficacy had a positive impact on enhancing the perception of instructional professionalism’s effectiveness. Second, structural equation modeling in this study found that the partial mediation effect model of instructional efficacy as pertains to teacher collaboration and the perception of instructional professionalism’s effectiveness is a better fit for the data than the full mediation effect model. Value: This study implies that teachers’ instructional efficacy as well as collaborative activity can play a powerful role in enhancing their instructional professionalism.

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