교사의 디지털 리터러시가 ICT 수업 혁신행동에 미치는 영향: 교사 자율성과 교사 몰입의 매개효과

초록

This study aims to identify the structural relationship between teachers’ digital literacy, teacher engagement, and teacher autonomy, which are expected to affect innovative teaching behavior with ICT. The data of 639 elementary, middle, and high schools teachers in Korea were collected and the dual mediating effects was analyzed by applying a structural equation model. As a research result, teachers' digital literacy had a positive effect on teacher engagement, teacher autonomy, and innovative teaching behavior with ICT. And teacher autonomy had a positive effect on teacher engagement. It was confirmed that teacher engagement had a positive effect on teachers' innovative teaching behavior with ICT. In addition, teacher autonomy and teacher engagement were partially mediated in the relationship between teachers' digital literacy and Teachers' innovative teaching behavior with ICT. In the relationship between teacher's autonomy and innovative teaching behavior with ICT, teacher engagement was fully mediated. Based on these research results, practical implications were proposed focusing on the individual teachers and school organizational dimensions.

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