한국에서 교사의 효능감은 왜 낮은가? 학교자율성 제도화의 중요성

초록

International data have recently revealed that South Korean teachers tend to demonstrate a low sense of efficacy compared to teachers in many other countries. The current study advances the ‘low school autonomy’ hypothesis to explain the cause of such low teacher efficacy in Korea. This hypothesis posits that Korean teachers’ low sense of efficacy results from their limited professional autonomy; that is, they work within an educational governance system that is characterized by the systemwide lack of school autonomy, which in turn results in rather a narrow definition of good teachership. In light of this hypothesis, we analyzed the OECD’s TALIS 2013 data. The results appeared consistent with the hypothesis. Teacher efficacy varied internationally depending on the amount of autonomy granted to schools by the education system of a country. This finding gives credence to the possibility that teachers can develop a greater sense of efficacy in certain educational governance systems where teachers excercise a high level of professional autonomy in their everyday work life.

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