저경력 교사의 교직 준비도 잠재 집단 유형별 예측 요인과 결과 변인의 차이 분석*

초록

The purpose of this study is to categorize potential groups of early-career teachers according to their preparation for the teaching profession and to compare the factors that influence the probability of belonging to each group and the differences in outcome variables across groups. To do so, we conducted a latent profile analysis using data from the OECD's 2018 Teaching and Learning International Survey (TALIS) on 939 Korean primary and secondary school teachers with five years or less of teaching experience. The analysis identified five groups based on the patterns of early-career teachers' teaching preparation responses: (1) overall low preparation, (2) low non-instructional preparation, (3) overall medium preparation, (4) high instructional preparation, and (5) overall high preparation. Among the antecedent factors, school level, motivation for choosing teaching, and classroom feedback had significant effects on group categorization, and teacher efficacy, job satisfaction, retention intention, and stress among each group showed statistically significant differences. Based on the results of the study, implications for improving the quality management of teacher education curriculum, supporting the initial adaptation to the teaching profession, improving the teaching practices of new teachers, and preventing teacher attrition are discussed.

키워드