Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

The Relations of Teacher-Efficacy and Perception of Principals' Leadership and Peer Collaboration across Job Stress and Satisfaction

초등교사의 지각된 교사효능감, 학교장 지도성, 동료교사 태도 인식의 잠재프로파일에 따른 직무스트레스와 교직만족도 차이

  • Yeon, Eun Mo (College of Basic Studies, Yeungnam University) ;
  • Choi, Hyo-sik (Department of Education, Chuncheon National University of Education)
  • Received : 2018.08.07
  • Accepted : 2018.09.07
  • Published : 2018.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study intended to identify different level of teacher-efficacy, perception of principals' leadership and peer collaboration as it pertains to a teachers' job stress and job satisfaction in Elementary school. Samples include 1,031 teachers in elementary school from Korean Children & Youth Panel Survey(KCYPS) and data were analyzed using Latent Class Analysis(LCA) to identify different patterns of teacher-efficacy and perception of principals' leadership and peer collaboration. Multivariate analysis of variance were employed to identify the influence of predictors for classification of teachers' job stress and job satisfaction among latent classes. The study found three latent classes at risk class, middle-level adaptive class, and adaptive class and results showed that each distinctive class can be identified by some of predictors. Teachers at adaptive class showed higher teacher-efficacy and positive perception of principals' leadership and peer collaboration than teachers at risk and middle-level adaptive class. Also, teachers at adaptive class showed lower job stress and higher job satisfaction than teachers at two other classes. The study suggests that help teachers based on personal profile are effective rather teacher-efficacy and perception of principals' leadership and peer collaboration.

본 연구의 목적은 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 분류하고, 분류된 잠재계층에 따라 교사의 직무스트레스, 교직만족도에 차이가 있는지 확인하는 것이다. 이를 위해 한국아동패널 8차년도(2015년도)자료 교사대상 설문지의 1.031명의 데이터를 활용하였다. 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 확인하기 위해 잠재프로파일분석을 사용하였으며, 확인된 잠재계층에 따른 직무스트레스와 교직만족도 차이를 검증하기 위해 다변량분산분석을 실시하였다. 분석 결과, 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층은 '낮은 수준의 개인 환경 적응집단', '중간 수준의 개인 환경 적응집단', '높은 수준의 개인 환경 적응집단'의 세 개 유형으로 구분되었다. 세 개 유형에 따라 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 차이가 나타났는데, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 긍정적 인식이 더 높은 것으로 확인되었다. 둘째, 확인된 잠재계층에 따라 직무스트레스와 교직만족도에 차별적인 특징이 나타나는지 확인한 결과, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 직무스트레스는 낮고, 교직만족도는 높은 것으로 확인되었다. 본 연구결과는 교사의 직무스트레스를 낮추고, 교직만족도를 높이기 위해서는 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 인식의 개별특성을 확인하기 보다는 교사 개인의 프로파일을 이해하고 프로파일에 기초한 맞춤형 도움을 주는 것이 필요함을 시사한다.

Keywords

References

  1. OECD, "TALIS 2013 results: An international perspective on teaching and learning", OECD Publishing, 2014. DOI: https://dx.doi.org/10.1787/9789264196261-10-en
  2. I. Veldman, J. van Tartwijk, M. Brekelmans, T. Wubbels, "Job satisfaction and teacher-student relationships across the teaching career: Four case studies", Teaching and Teacher Education, Vol.32, pp.55-65, 2013. DOI: https://dx.doi.org/10.1016/j.tate.2013.01.005
  3. T. Lomas, J. C. Medina, I. Ivtzan, S. Rupprecht, F. J. Eiroa-Orosa, "The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature", Teaching and Teacher Education, Vol.61, pp.132-141, 2017. DOI: https://dx.doi.org/10.1016/j.tate.2016.10.008
  4. E. M. Skaalvik, S. Skaalvik, "Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion", Teaching and Teacher Education, Vol.67, pp.152-160, 2017. DOI: https://dx.doi.org/10.1016/j.tate.2017.06.006
  5. M. Tschannen-Moran, A. W. Hoy, W. K. Hoy, "Teacher Efficacy: Its Meaning and Measure", Review of Educational Research, Vol.68, No.2, pp.202-248, 1998. DOI: https://dx.doi.org/10.3102/00346543068002202
  6. R. Scherer, M. Jansen, T. Nilsen, S. Areepattamannil, H. W. Marsh, "The quest for comparability: Studying the invariance of the teachers' sense of self-efficacy (TSES) measure across countries", Plos One, Vol.11, No.3, pp.1-29, 2016. DOI: https://dx.doi.org/10.1371/journal.pone.0150829
  7. C. T. Chacon, "Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela", Teaching and Teacher Education, Vol.21, No.3, pp.257-272, 2005. DOI: https://dx.doi.org/10.1016/j.tate.2005.01.001
  8. F. A. Dixon, N. Yssel, J. M. McConnell, T. Hardin, "Differentiated Instruction, Professional Development, and Teacher Efficacy", Journal for the Education of the Gifted, Vol.37, No.2, pp.111-127, 2014. DOI: https://dx.doi.org/10.1177/0162353214529042
  9. R. M. Klassen, V. M. C. Tze, "Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis", Educational Research Review, Vol.12, pp.59-76, 2014. DOI: https://dx.doi.org/10.1016/j.edurev.2014.06.001
  10. G. V. Caprara, C. Barbaranelli, P. Steca, P. S. Malone, "Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level", Journal of School Psychology, Vol.44, No.6, pp.473-490, 2006. DOI: https://dx.doi.org/10.1016/j.jsp.2006.09.001
  11. D. Holzberger, A. Philipp, M. Kunter, "How teachers' self-efficacy is related to instructional quality: A longitudinal analysis", Journal of Educational Psychology, Vol.105, No.3, pp.774-786, 2013. DOI: https://dx.doi.org/10.1037/a0032198
  12. R. Klassen, M. M. Chiu, "Effects of teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress", Journal of Educational Psychology, Vol.102, pp.741-756, 2010. DOI: https://dx.doi.org/10.1037/a0019237
  13. G. V. Caprara, C. Barbaranelli, P. Steca, P. S. Malone, "Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level", Journal of School Psychology, Vol.44, No.6, pp.473-490, 2006. DOI: https://dx.doi.org/10.1016/j.jsp.2006.09.001
  14. R. M. Klassen, M. M. Chiu, "The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context", Contemporary Educational Psychology, Vol.36, No.2, pp.114-129, 2011. DOI: https://dx.doi.org/10.1016/j.cedpsych.2011.01.002
  15. P. Ashton, "Teacher Efficacy: A Motivational Paradigm for Effective Teacher Education", Journal of Teacher Education, Vol.35, No.5, pp.28-32, 1984. DOI: https://dx.doi.org/10.1177/002248718403500507
  16. D. Muijs, D. Reynolds, "Teachers' beliefs and behaviours: What really matters", Journal of Classroom Interaction, Vol.37, pp.3-15, 2002.
  17. Y. J. Cho, S. S. Shim, "Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy", Teaching and Teacher Education, Vol.32, pp.12-21, 2013. DOI: https://dx.doi.org/10.1016/j.tate.2012.12.003
  18. M. Veresova, D. Mala, "Stress, proactive coping and self-efficacy of teachers", Procedia - Social and Behavioral Sciences, Vol.55, pp.294-300, 2012. DOI: https://dx.doi.org/10.1016/j.sbspro.2012.09.506
  19. H. E. Price, "Principal-teacher interactions how affective relationships shape principal and teacher attitudes", Educational Administration Quarterly, Vol.48, No.1, pp.39-85, 2012. DOI: https://dx.doi.org/10.1177/0013161X11417126
  20. S. Sirisookslip, W. Ariratana, T. K. Ngang, "The Impact of Leadership Styles of School Administrators on Affecting Teacher Effectiveness", Procedia - Social and Behavioral Sciences, Vol.186, pp.1031-1037, 2015. DOI: https://dx.doi.org/10.1016/j.sbspro.2015.04.022
  21. H. J. Kim, Y. K. Jeon, "The Effects of Task-Oriented and Relationship-Oriented Principal Leadership on Teacher Satisfaction Through School Organizational Climate and Teacher Efficacy", The Journal of Korean Teacher Education, Vol.28, No.3, pp.79-99, 2011. DOI: https://dx.doi.org/10.24211/tjkte.2011.28.3.79
  22. J. H. Kim, J. W. Ko, "The Structural Relationships between Principal's Authentic Leadership, Teacher Efficacy, Organizational Commitment, School Organizational Effectiveness in Middle Schools", Korean Journal of Teacher Education, Vol.33, No.4, pp.71-93, 2017. DOI: https://dx.doi.org/10.14333/KJTE.2017.33.4.71
  23. N. Y. Kim, S. M. Byeon, D. Y. Lee, J. H. Kim, "Analysis of the effects of co-teachers' cooperative relationship on teacher satisfaction: Using multilevel structural equation modeling", Asian Journal of Education, Vol.18, No.4, pp.661-682, 2017. https://doi.org/10.15753/aje.2017.12.18.4.661
  24. M. Tschannen-Moran, W. K. Hoy, "A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust", Review of Educational Research, Vol.70, No.4, pp.547-593, 2000. DOI: https://dx.doi.org/10.3102/00346543070004547
  25. D. H. Kim, R. M. Choi, "The Grounds and Consequences of the Elementary School Teachers' Trust Formation on Peers", Journal of Educational Innovation Research, Vol.26, No.3, pp.63-81, 2016. DOI: https://dx.doi.org/10.21024/pnuedi.26.3.201612.63
  26. http://panel.kicce.re.kr
  27. L. Muthen, B. Muthen, "Mplus: Statistical analysis with latent variables (Version 7.1) [Computer software]", Los Angeles, CA: Author. 2013.
  28. B. O. Muthen, L. K. Muthen, "Integrating person-centered and variable-centered analysis: growth mixture modeling with latent trajectory classes", Alcoholism: Clinical and Experimental Research, Vol.24, No.6, pp.882-891, 2000. https://doi.org/10.1111/j.1530-0277.2000.tb02070.x
  29. S. A. Hart, J. A. R. Logan, L. A. Thompson, Y. Kovas, G. McLoughlin, S. Petrill, "A latent profile analysis of math achievement, numerosity, and math anxiety in twins", Journal of Educational Psychology, Vol.108, No.2, pp.181-193, 2016. DOI: https://dx.doi.org/10.1037/edu0000045
  30. E. M. Yeon, J. H. Shin, H. S. Choi, J. A. Kim, "The Relationships among Error Perception, Subjective Well-being, and Academic Achievement", Asian Journal of Education, Vol.16, No.1, pp.137-158, 2015. DOI: https://dx.doi.org/10.15753/aje.2015.16.1.007007
  31. Y. Lo, N. R. Mendell, D. B. Rubin, "Testing the number of components in a normal mixture", Biometrika, Vol.88, No.3, pp.767-778, 2001. DOI: https://dx.doi.org/10.1093/biomet/88.3.767
  32. E. L. Merz, S. C. Roesch, "A latent profile analysis of the five factor model of personality: Modeling trait interactions", Personality and Individual Differences, Vol.51, No.8, pp.915-919, 2011. DOI: https://dx.doi.org/10.1016/j.paid.2011.07.022
  33. S. Fackler, L. E. Malmberg, "Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effect", Teaching and Teacher Education, Vol.56, pp.185-195, 2016. DOI: https://dx.doi.org/10.1016/j.tate.2016.03.002
  34. D. B. Lee, J. W. Ko, Y. L. Kim, "A study on the effect of principal's leadership on teacher's class activity through the medium of teacher community and teacher efficacy", Korean Journal of Educational Administration, Vol.32, No.1, pp.245-270, 2014.
  35. M. Tschannen-Moran, A. W. Hoy, "Teacher efficacy: Capturing an elusive construct", Teaching and Teacher Education, Vol.17, pp.783-805, 2001. DOI: https://dx.doi.org/10.1016/S0742-051X(01)00036-1
  36. G. H. Kim, E. G. Kim, "TThe Influence of High School Principals' Instructional Leadership on the Beginning Teachers' Teaching Efficacy : Verifying Mediated Effects of Teacher Learning Community", Secondary Education Research, Vol.64, No.3, pp.497-520, 2016. DOI: https://dx.doi.org/10.25152/ser.2016.64.3.497
  37. E. G. Kim, G. H. Kim. J. H. Kim, H. J. Kim, "The influence of principals' transformational leadership on the beginning teachers' efficacy mediated by teacher collaboration", Korean Journal of Educational Research, Vol.54, No.1, pp.313-338, 2016.
  38. D. B. Lee, "The Influence of Principal's Transformational Leadership on Teaching Satisfaction through the Medium of School Vitality Climate and Teacher Efficacy Using a Multi-Group Analysis", The Journal of Korean Teacher Education, Vol.32, No.1, pp.279-308, 2015. DOI: https://dx.doi.org/10.24211/tjkte.2015.32.1.279
  39. K. S. Park, H. J. Park, "Democratic participation decision-making in school impact on the partnership of teachers, instructional improvement activities and the efficacy", Journal of Learner-Centered Curriculum and Instruction, Vol.16, No.6, pp.951-972, 2016.
  40. H. M. Lee, H. S. Kim, "The structural relationship among influential factors on teaching practices: Focusing on principal's transformational leadership, teacher efficacy, and teacher collaboration", Social Science Review, Vol.46, No.2, pp.25-47.
  41. M. Veresova, D. Mala, "Stress, proactive coping and self-efficacy of teachers", Procedia - Social and Behavioral Sciences, Vol.55, pp.294-300, 2012. DOI: https://dx.doi.org/10.1016/j.sbspro.2012.09.506