한국인 영어교사의 교사효능감에 영향을 미치는 관련 변인 탐색

• 영문명: Exploring the relationship between selected teacher variables and teacher-efficacy in Korean English teachers
• 발행기관: 한국외국어교육학회
• 저자명: 장지현(Jang Ji hyun) 임현우(Lim Hyun Woo)
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.4, 227~250쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.12.31

영문 초록

The present study explores the relationship between teacher-efficacy and selected teacher variables, such as teachers' demographic variables, self-efficacy, English proficiency, and teacher training experiences, of Korean English teachers. The study employed four questionnaires including Sherer et al.'s (1982) General Self-Efficacy Scale, Tschannen-Moran and Woolfolk-Hoy's (2001) Teachers' Sense of Efficacy Scale, Chacon's (2002) Self-Reported English Proficiency Scale, and background information. The participants of the study were 120 Korean English teachers. The main findings of the study indicate that the participants' standardized English proficiency scores exerted no significant influence on their teacher-efficacy. Yet, the teachers' self-assessed English proficiency levels accounted for a significant amount of additional variance of their teacher-efficacy after controlling the variance explained by their self-efficacy, suggesting the significant impact of teachers' positive assessment of their own English proficiency on their teacher-efficacy, regardless of their actual English proficiency. The study results also suggest that teachers' professional training experiences generally contribute to their teacher-efficacy. Discussions and suggestions for future research are provided.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 논의 및 시사점

참고문헌

키워드

교사효능감 자기효능감 자기평가 영어능력 teacher-efficacy self-efficacy self-assessed English proficiency