교사의 전문성 개발 참여에 미친 학교 수준 변인의 영향

초록

The purpose of this study is to identify the impact of participative school climate and other school features (the frequency of exerting teacher appraisals, time and money as intentional learning supports, school size, and school socioeconomic status) on teacher's participation in professional development activities. In particular, the present study categorizes professional development into its traditional formal activities and informal activities focusing on teacher’s collaborative activities as a new paradigm. Then, the impact of the independent variables at the school level on each type of teacher professional development was investigated by HLM (Hierarchical Linear Modeling). The sample of this study was 177 Korean middle school principals and 2,933 teachers who participated in the OECD TALIS 2013. The results of the study revealed that a financial support is only significantly associated with the formal activities of teacher professional development, while participative school climate and allocation of scheduled time significantly effect the form of informal activities, teacher collaborative activities. On the other hand, the frequency of exerting teacher appraisals and school SES did not have a significant impact on both formal and informal activities. As a result, this study suggests that it is important to make an effort and policy intervention to create a participative school climate in the context of a school and to supply a reasonable amount of time for teachers to facilitate their professional development.

키워드