초등학교 학습조직 수준과 교사효능감과의 관계

Abstract

The purpose of thesis is to examine how teacher efficacy varies in accordance with the level of learning organization by viewing the relationship between the level of learning organization and teacher efficacy in elementary schools. I set up the researching tasks as follows to solve this purpose. First, are there the effects between the level of learning organizations and self-regulatory efficacy? Second, are there the effects between the level of learning organizations and self-confidence? Third, are there the effects between the level of learning organizations and task difficulty preference? Fourth, are there any level gaps of learning organizations existed in accordance with background variables(gender, rank, age, career, the scale of schools, the work area)? Fifth, are there any level gaps of teacher efficacy existed in accordance with background variables(gender, rank, age, career, the scale of schools, the work area)? The subjects in this study were 464 teachers who worked in 28 elementary schools in Jeonnam, Gwangju, Kyonggi, Seoul. After a survey was conducted, the responses from 423 teachers were gathered, and 411 answer sheets were analyzed. Pearson correlation coefficient analysis, t-test, one-way ANOVA(F-test), multiple regression analysis were performed for this study. The conclusions based on the above research are as follows. The first. the relation between the learning organizations and teacher efficacy appeared to be a positive relation. These also show statistically positive relationship between self-regulatory efficacy and learning organization subordinate factors. little positively relationship between task difficulty preference, little negatively relationship between self-confidence. The second, the formation of earning organizations shows statistically positive effect on the level of teacher efficacy. specifically, that exerted the most influence on learning process of the learning organization's subordinate factors, followed by he behavioral characteristics of members. and the learning organization's subordinate factors did not have influences on self-confidence. The rank and careers made a significant impact on the level of self-regulatory efficacy, gender made a significant impact on the level of task difficulty preference. and the older, the lower they have the level of self-confidence. The third, as the result of examining teachers' perception on the learning organizations of elementary schools, generally it was a little higher than normality. and looking at by subordinate factors, teachers had the highest perception on the level of learning process, the lowest perception on the behavioral characteristics of members. By background variables, there was significant difference in the level of learning organization by gender, career and the scale of schools. a Female teachers perceived highly the level of learning process and the behavioral characteristics of members. Long career's teachers perceived highly the level of the behavioral characteristics of members and a backing system. the teachers who worked in schools with 6 classes perceived highly the level of the backing system. The fourth The level of teacher efficacy, which the elementary school teachers perceive, is a little higher than normality. and looking at by subordinate factors, teachers had the highest perception on the level of self-regulatory efficacy, the lowest perception on the self-confidence. By background variables, there was significant difference in the level of teacher efficacy by gender, career, rank. the work area. Long career's teachers and high rank' teachers perceived highly the level of self-regulatory efficacy, mail teachers and a teacher who are working in the farming and fishing schools perceived highly the level of task difficulty preference. Positive learning organization increases teacher efficacy, finally, to be able to connect with teacher's learning activity and student's belief system. Accordingly, in building a learning organization, there is need to build earning organization which can maximize the effect of earning organization in consideration of the lower position factors of the teacher efficacy.