컨설팅장학 효과 관련 변인 간 구조적 관계 (The Structural Relationship of the Factors that Influence Effectiveness of Consultative Supervision)

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 31권 / 3호 / 343 ~ 370페이지
· 저자명 : 홍혜인

초록

이 연구의 목적은 컨설팅장학 효과에 관련된 변인 간의 구조적 관계를 종합적으로 규명하는데 있다. 이를 위해 컨설팅장학 활동에 관한 선행 문헌에서 도출된 변인을 중심으로 컨설팅장학 특성에 관한 질문지를 개발하고, 2012학년도 1학기 수업혁신 컨설팅장학을 제공받은 경험이 있는 경기도 내 초· 중·고교 교사 872명의 자료를 수집하여, 학교 지원, 컨설팅장학 과정, 의뢰 교사의 수업 전문성 향상 간 관계를 분석하였다. 그 결과 컨설팅장학 과정 변인인 의뢰 자발성, 컨설턴트 전문성, 절차 충실성과 의뢰 교사 수업 전문성 향상 간 관계는 모두 유의미한 것으로 밝혀졌으며, 학교 지원 변인인 학교장 지원, 교내 업무 담당자 지원, 학교 내 자원과 컨설팅장학 과정 변인 간 관계는 일부만 유의미한 것으로 나타났다. 또한 학교 지원, 컨설팅장학 과정 및 의뢰 교사 수업 전문성 향상 간 관계는 개인컨설팅 그룹과 집단컨설팅 그룹에서 다르게 나타났다. 이러한 연구결과는 컨설팅장학이 천명하는 각 특성들이 실행 과정에서 제대로 구현되도록 하고, 이를 위해 학교 관리자, 교내 업무 담당교사 등을 대상으로 컨설팅장학의 취지와 내용, 방법을 공유하고 단위학교와 교육청 간 협력 체제를 구축할 필요가 있음을 시사한다. 또한 컨설팅장학 개선을 위한 제도적 접근은 컨설팅장학의 명칭으로 수행되는 다양한 활동의 성격에 따라 보다 개별적이고 구체적으로 이루어질 필요가 있음을 보여준다.

영어초록

The major concern of this study is to explain the structural relationship of the factors that influence effectiveness of consultative supervision. For this purpose, improvement of instructional competency based on subjects’ perception is considered the effectiveness of consultative supervision; then, the conceptual model was established that consulting process variables such as spontaneity, professionalism, and active learning were proposed as mediating variables between school support variables and the effectiveness of consultative supervision. Also, consulting type variable was added under the assumption that structural relationship of factors should be different according to consulting type. On the basis of theoretical linkages among the constructs and considering characteristics of consultative supervision in Korea, a conceptual model was established and tested using a Structural Equation Models(SEM). The subjects were limited to Gyung-Gi province primary and secondary school teachers who participated in instructional consulting in 2012. In total, 872 teachers in 160 schools are included in this analysis. Confirmatory Factor Analysis(CFA) results showed all the measurement scales included in the questionnaire were found to be reliable and appropriate. After the questionnaire has been rendered reliable and valid, the collected data was statistically analyzed using SEM and multiple group SEM. The major findings from the analysis are listed as follows: first, consulting process variables, spontaneity and professionalism are related to the effectiveness of consultative supervision both directly as well as indirectly. Yet, active learning variable is found to be the strongest in regards to the influence on the consultative supervision effectiveness. Second, support by teachers in charge is significantly related to all consulting process variables, whereas school resource and principal’s support are not significant. Third, the structural relationship of factors is different in terms of consulting type. That is, support by teachers in charge is the strongest predictor for consulting process and effectiveness when it comes to individual consulting, while principal’s support is the strongest predictor in group consulting. Besides, the influence of spontaneity and professionalism on the consulting effectiveness is significant both directly and indirectly in group consulting, whereas in individual consulting, only direct effect of spontaneity and indirect effect of professionalism are significant. The overall results show that school support affect the effectiveness of consulting mediated by consulting process, with differences between consulting types such as statistically significant route and relative size of standardized coefficients. These findings suggest that policy implications to improve the process of consultative supervision be conducted at both school and district level.

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