학교수준에서 집단적 교사 혁신성과 참여적 학교풍토, 교사협력 및 전문성개발 활동 간 구조관계 확인: 다층구조방정식모형 분석

초록

Because school innovation is usually performed through interaction with other organizational members rather than as only an individual activity, collective teacher innovativeness is critical to increasing school innovation. However, there is a paucity of empirical studies that examine the antecedents of collective teacher innovativeness at the school level. Using the South Korean data from the 2018 TALIS (Teaching and Learning International Survey) results, which consists of 6,138 teacher samples from 345 South Korean primary and secondary schools, this study examined how participatory school climate, teacher collaboration, and professional development activities have a structural relationship with collective teacher innovativeness at the school level. The structural relationship in this study was analyzed using multilevel structural equation modeling (MLSEM). The results of the current study show that teacher collaboration and professional development activities have a mediating role in the relationship between participatory school climate and collective teacher innovativeness. This finding empirically identifies the mechanism of school organization as being that participatory school climate functions as an exogenous input variable to increasing collective teacher innovativeness, and that teacher collaboration and professional development activities both have an important indirect role in their relationship in primary and secondary schools in South Korea.

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