초등교사의 자아탄력성, 교사효능감, 교사헌신, 플로리싱의 구조적 관계 (The Structural Relationships among Elementary School Teachers' Ego-resilience, Teacher Efficacy, Teacher Commitment and Flourishing)

서지정보

· 발행기관 : 한국아동교육학회
· 수록지 정보 : 아동교육 / 31권 / 4호 / 255 ~ 277페이지
· 저자명 : Xu Chan-Chan, 이주미

초록

이 연구의 목적은 초등교사의 자아탄력성, 교사효능감, 교사헌신, 플로리싱 간 구조적 관계를 확인하고, 그들의 자아탄력성과 플로리싱의 관계에서 교사효능감과 교사헌신의 매개효과를 밝히는데 있다. S시 소재 초등학교에 재직하는 총 260명의 초등교사를 대상으로 온라인 설문조사를 실시하였다. 자료분석은 SPSS Statistics 24.0을 사용하여 기술분석과 상관분석을 실시하였으며, SPSS Amos 21을 활용하여 확인적 요인분석, 구조방정식 모형 분석, 부트스트래핑 방법을 실시하였다. 연구결과를 살펴보면, 첫째, 연구모형의 모형 적합도가 우수한 것으로 나타났다. 구체적으로, 초등교사의 자아탄력성이 교사효능감, 교사헌신, 플로리싱에 긍정적인 영향을 주고, 교사효능감이 교사헌신에 긍정적 영향을, 교사헌신이 플로리싱에 긍정적 영향을 주는 것으로 나타났다. 그러나 교사효능감이 플로리싱에 미치는 영향은 통계적으로 유의하지 않았다. 둘째, 부트스트래핑 기법을 사용하여 초등교사의 자아탄력성과 플로리싱의 관계에서 교사효능감, 교사헌신의 매개효과의 유의성을 검증한 결과, 초등교사의 자아탄력성이 교사효능감과 교사헌신을 매개로 하여 플로리싱에 유의한 간접적인 영향을 미치는 것으로 나타났다. 결론적으로 본 연구에서 초등교사의 플로리싱 증진을 위해서 자아탄력성, 교사효능감, 교사헌신이 중요한 변인임을 밝히는 데 의의가 있었고, 이를 바탕으로 초등교사의 자아탄력성, 교사효능감, 교사헌신을 높이는 지원방안이나 정책들이 마련될 필요가 있음을 시사하였다.

영어초록

The purpose of this study was to examine structural relationships among elementary school teachers’ ego-resilience, teacher commitment, teacher efficacy and flourishing, and to reveal mediating effects of teacher efficacy and teacher commitment in a relationship between ego-resilience and flourishing. An online questionnaire survey was conducted on elementary school teachers in Korea. The data from 260 elementary school teachers was analyzed. For data analysis, descriptive analysis and correlation analysis were performed using SPSS Statistics 24.0, while confirmatory factor analysis, structural equation model, and bootstrapping method were performed using SPSS Amos 21. The results of this study are as follows. First, the ego-resilience of elementary school teachers had a positive effect on teacher efficacy, teacher commitment, and flourishing. In addition, teacher efficacy had a positive effect on teacher commitment, and teacher commitment had a positive effect on flourishing. However, teacher efficacy did not have a significant direct effect on flourishing. Second, the results of this study showed the mediating effects of teacher efficacy and teacher commitment in the relationship between ego-resilience and flourishing of elementary school teachers. Specifically, the mediating effect of teacher commitment was significant in the relationship between ego-resilience and flourishing. In addition, teacher efficacy and teacher commitment play a chain intermediation effect in the relationship between ego-resilience and flourishing of elementary school teachers. In conclusion, this study was meaningful in revealing that ego-resilience, teacher efficacy, and teacher commitment are important variables to promote elementary school teachers' flourishing. Based on this, it was suggested that there is a need to prepare support measures or policies to increase the ego-resilience, teacher efficacy, and teacher commitment of elementary school teachers.

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