전북 중등교사의 자아존중감, 학교조직문화, 다문화교육인식 및 다문화교수효능감의 특정간접효과 분석

• 영문명: Analysis of specific indirect effects of self-esteem, school organizational culture, Multicultural education awareness and Multicultural teaching efficacy of Jeonbuk secondary school teachers
• 발행기관: 학습자중심교과교육학회
• 저자명: 임명희
• 간행물 정보: 『학습자중심교과교육연구』제22권 22호, 663~674쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2022.11.30

국문 초록

목적 본 연구에서는 전라북도 중등교사의 다문화교수효능감에 미치는 변인인 자아존중감, 학교조직문화, 다문화교육인식을 선정하고 이들 간의 특정간접효과를 분석하였다. 방법 이를 위하여 전북 지역 소재 22개 중등학교 교사 526명을 대상으로 자아존중감, 학교조직문화, 다문화교육인식, 다문화교수효능감의 변인을 측정하기 위하여 설문을 실시하였다. 구조방정식 모형과 팬텀변수를 사용하여 구조모형과 특간접효과를 분석하기 위하여 SPSS 27.0과 AMOS 27.0을 사용하였다. 결과 첫째, 중등학교 교사의 자아존중감은 학교조직문화와 다문화교육인식에 직접적인 효과를 보였으나 다문화교수효능감에 대한 직접효과는 없었다. 둘째, 특정간접효과 결과 자아존중감 → 학교조직문화 → 다문화교수효능감의 간접효과값은 .111(p<.01)이며, 자아존중감 → 다문화교육인식 → 다문화교수효능감의 간접효과값은 .101(p<.01)로 유의미하였다. 그리고 자아존중감 → 학교조직문화 → 다문화교육인식→다문화교수효능감으로 분석결과 간접효과값은 .034(p<.01)로 유의미하였다. 결론 중등교사의 자아존중감은 다문화교수효능감의 직접적인 효과보다는 학교조직문화와 다문화교육인식에 따른 매개효과가 있었다. 따라서 중등교사가 근무하는 학교조직문화의 개선과 다문화교육인식을 위한 노력에 따라서 다문화교수효능감이 증진 될 수 있을 것이다.

영문 초록

Objectives In this study, self-esteem, school organizational culture, and Multicultural education awareness, which are variables affecting the multicultural teaching efficacy of secondary school teachers in Jeonbuk-do, were selected and specific indirect effects among them were analyzed. Methods For this purpose, a questionnaire was conducted to measure the variables of self-esteem, school organizational culture, multicultural education perception, and multicultural teaching efficacy targeting 526 teachers of 22 secondary schools located in Jeonbuk region. SPSS 27.0 and AMOS 27.0 were used to analyze the structural model and special indirect effects using the structural equation model and phantom variables. Results As a result of this study, first, the self-esteem of secondary school teachers showed a direct effect on school organizational culture and Multicultural education awareness, but there was no multicultural teaching efficacy. Second, self-esteem was effective in multicultural teaching efficacy through school organizational culture and multicultural education awareness, and complete mediation was shown in the relationship between self-esteem and multicultural teaching efficacy. Third, as a result of the analysis of specific indirect effects, the indirect effect value was .111 (p<.01) with self-esteem → multicultural education awareness → multicultural teaching efficacy, and the indirect effect value was .101 (p<.01). In addition, as a result of the analysis with self-esteem → school organizational culture → multicultural education awareness → multicultural teaching efficacy, the indirect effect value was .034 (p<.01). Conclusions As a result of this study, the self-esteem of secondary school teachers had a direct effect on multicultural teaching efficacy, but there was a mediating effect according to school organizational culture and Multicultural education awareness. Therefore, multicultural teaching efficacy can be improved according to efforts to improve the school organizational culture where secondary teachers work and recognize multicultural education.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 결과 해석

Ⅳ. 결론 및 제언

참고문헌

키워드

자아존중감 학교조직문화 다문화교육인식 다문화교수효능감 전북 증등교사 다문화교육 Self-esteem School organizational culture Multicultural education awareness Jeonbuk secondary school teachers multicultural education