교사를 위한 피드백과 직무만족 관계에서 전문성 개발 수요와 참여의 매개효과

초록

Although the effectiveness of feedback for school teachers is being emphasized in various aspects such as professional development and job satisfaction, empirical research is lacking. Responding to this limitation, the purpose of this study was to investigate the structural relationship between feedback for teachers, professional development needs and participation, and job satisfaction. This study used data from 6,096 teachers at 346 elementary and secondary schools in South Korea who participated in the 2018 Teaching and Learning International Survey (TALIS) managed by the Organization for Economic Cooperation and Development (OECD). First of all, the results of structural equation modeling according to this study showed that feedback for teachers has a direct effect on job satisfaction. In addition, teacher feedback had a dual mediating effect affecting job satisfaction through professional development requirements and participation in activities, and each showed a mediating effect through participation in professional development activities. The current study suggests that facilitating feedback for teachers be promoted to improve professional development and job satisfaction.

키워드