교장의 수업지도성과 교사의 교수효능감, 교직만족도의 구조적 관계 분석

초록

Assuming that principals’ instructional leadership would influence upon the teaching efficacy and job satisfaction of middle school teachers who considered themselves as subject experts, we explore the structural relationship among the principals’ instructional leadership, teachers’ teaching efficacy and job satisfaction. Utilizing the survey data of 6,357 teachers in middle schools extracted from the An Analysis of the Level of School Education and Its Actual Condition of 2010 by KEDI, descriptive statistics, confirmatory factor analysis, structure equation modeling analysis, mediator effect analysis and bootstrapping are applied. Data analysis shows that first, the perception of teachers on the principals’ instructional leadership and the level of teachers’ teaching efficacy and job satisfaction are generally above average, while the perception on the ‘Creating a positive school climate’, one of the three sub areas of instructional leadership, and the level of job satisfaction are relatively less positive. Second, principals’ instructional leadership directly affects the teachers’ teaching efficacy and job satisfaction, and teaching efficacy also directly affects job satisfaction. Finally, teachers’ teaching efficacy partially mediates the effect of instructional leadership on the job satisfaction. Based on research findings, a few policy recommendations such as support to improve principals’ instructional leadership and teachers’ job satisfaction are suggested.

키워드