교장의 디지털 수업지원과 교사의 디지털 수업혁신행동 간 관계에서 디지털 수업몰입의 매개효과와 역할 스트레스의 조절효과

초록

This study examined the effects of principals’ support for digital teaching on teachers’ digital innovative teaching behavior, and empirically verified the effects of teachers' digital teaching engagement and role stress in the relationships among these variables based on the JD-R model. Survey data were collected from 956 elementary, middle, and high school teachers in Korea. The results of the study are as follows. First, principals’ support for digital teaching had a significant effect on teachers’ digital innovative teaching behavior. Second, teachers' digital teaching engagement demonstrated a mediating effect in the relationship between principals’ support for digital teaching and teachers’ digital innovative teaching behavior. Third, role stress was found to moderate the relationship between principals’ support for digital teaching and teachers' digital teaching engagement. Finally, role stress had a moderate effect in the relationship between principals’ support for digital teaching and teachers’ digital innovative teaching behavior. Amid the current transition to a digital education environment, where teachers’ digital teaching innovation is increasingly required, this study is significant in that it provides theoretical and practical implications for facilitating digital innovative teaching through an integrated approach that considers both organizational support from schools and the psychological factors of teachers.

키워드