교사의 디지털 수업 혁신행동 결정조건 분석: 조직 환경, 개인역량, 심리적 기제의 결합 관계를 중심으로

초록

This study aims to investigate the determinants of teachers' digital innovative teaching behavior. Fuzzy-set Qualitative Comparative Analysis (fsQCA) was used to empirically analyze the causal configurations of job resources, individual capability, and psychological mechanisms that lead to digital innovative teaching behavior. Data from 956 elementary, middle, and high school teachers nationwide were analyzed. The results of the study confirmed that digital teaching competency and digital literacy—components of individual capability—are necessary conditions for the manifestation of digital innovative teaching behavior. Furthermore, the sufficient condition analysis identified four configurational paths leading to digital innovative teaching behavior, which were categorized into four types: competence-based, environment-based, resource-based, and autonomy-based types. The findings suggest that differentiated, tailored support strategies based on the level of schools' digital readiness are essential for promoting teachers' digital innovative teaching behavior.

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