중고등학교 의사결정에서 교사 영향력 측정 도구 개발

초록

Increased teacher influence in the school decision-making process is paramount in contemporary schooling systems in many countries around the world. However, prior research has measured and evaluated teacher influence without considering an elaborative difference between teacher participation and influence in school decision-making. Thus, results of measuring teacher influence have been vague to its effectiveness. Responding to this limitation, the purpose of this study was to develop a survey questionnaire to measure teacher influence in school decision-making. The research participants were total 714 teachers from 68 secondary schools (28 middle schools, 40 high schools) in Seoul metropolitan city. In this study, half of the sample (n=362) was used to conduct exploratory factor analysis(EFA) which builds a hypothesized measurement model. To test the measurement model defined by EFA, the second analysis used sample data from the other half (n=362) by using confirmatory factor analysis(CFA). According to results of the current study, EFA first produced five hypothesized constructs loaded by 22 items. The five theoretical constructs were named with teachers’ staffing decision-making, instruction-related decision-making, decision-making related to communities and parents, decision-making for school management, and students’ guidance-related decision-making. Reliability (alpha) coefficients of the five factors ranged from .890 to .950 which all show very reliable results. Secondary, as evidence of a cross-validation, results of CFA revealed the actual data well fit the hypothesized model found in EFA. In this study, the validation of measuring teacher influence supported that teacher leadership and shared leadership in schools plays a role as a theoretical perspective on establishing teacher influence in the decision-making of Korean secondary schools.

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