잠재프로파일 분석을 활용한 교사의 전문성 개발 인식 유형과 영향요인 탐색

초록

This study aims to identify distinct profiles of teachers based on their perceptions of professional development through latent profile analysis (LPA) among teachers working in elementary, middle, and high schools in South Korea. Furthermore, the study examines the predictive factors influencing profile membership and analyzes differences in outcome variables across the identified profiles. Survey data collected from 956 in-service teachers were analyzed. The results identified five distinct profiles of teachers’ perceptions of professional development: “low evaluation”, “moderate evaluation”, “selective high evaluation”, “high evaluation”, and “extremely high evaluation”. Regarding the predictors, school type, teaching experience, teacher self-efficacy, job variety, job autonomy, principals’ autonomy-supportive leadership, and role stress were found to significantly influence profile membership. In terms of outcome variables, significant differences were observed among the profiles in work engagement and career change intention. Based on these findings, practical implications are discussed for enhancing teachers’ perceptions of professional development.

키워드