본 연구는 선행연구 분석과 부산교육종단연구 4차년도, 5차년도 데이터를 활용하여 중학교 교사의 역량을 교수역량, 학생지도역량, 공동체역량, ICT활용역량으로 구분하고, 각각의 역량과 민주적 학교풍토, 학습조직문화, 교사효능감과의 구조적 관계를 분석하였다. 또한 코로나19 전후의 변화를 비교하기 위해 다집단 분석을 실시하였다. 분석 결과 첫째, 학교풍토는 2019년과 2020년 모두 공동체역량에 직접적 영향을 주었으며 특히 학습조직문화에 큰 영향을 주는 것으로 나타났다. 학습조직문화는 교사효능감과 교수역량, 공동체역량에 영향을 주었으며, 교사효능감은 교사역량의 모든 변인에 강력한 영향을 발휘하였다. 민주적 학교풍토는 2019년에 4개 역량 중 공동체역량에만 직접적인 영향을 주었으나, 2020년에는 공동체역량 외에 교수역량과 학생지도역량을 강화하는 데에도 유의미한 영향력을 발휘하였다. 둘째, 팬텀변수를 활용한 매개효과 검증 결과 2019년과 2020년 모두 학교풍토가 학습조직문화와 교사효능감을 매개로 교수역량에 미치는 경로만이 유의한 부분매개효과를 가지는 것으로 확인되었다. 셋째, 코로나19 이전과 이후의 다집단 분석 결과 민주적 학교풍토가 학습조직문화에 미치는 경로에서 유의한 차이가 발견되었으며, 코로나19 이후인 2020년의 학습조직문화가 학교풍토에 더 큰 영향을 받는 것으로 나타났다. 이상의 결과를 바탕으로 교사들의 역량강화를 위한 정책적 시사점을 제시하였다.
This study was conducted to analyze the structural relationship between teachers’ competencies, democratic school climate, learning organization culture, and teacher efficacy, and multi-group analysis was conducted to compare changes before and after COVID-19. In order to achieve the purpose of the study, the competencies of middle school teacher was classified into four, which are teaching competency, student guidance competency, community competency, and ICT utilization competency, by referring to the previous studies and the data of the 4th and 5th years of the Busan Education Longitudinal Study. The results of the study are as follows: first, the school climate had a direct impact on community competency in both 2019 and 2020, and was found to have a particularly significant impact on the learning organizational culture. Learning organizational culture had an effect on teacher efficacy, teaching competency, and community competency, and teacher efficacy had a strong influence on all variables of teacher competencies. The democratic school climate directly affected only the community competency among the four competencies in 2019, but in 2020, it had a significant influence on strengthening the teaching competency and student guidance competency in addition to the community competency. Second, as a result of examining the mediating effect using phantom variables, it was confirmed that only the path in which the school climate affects the teaching competency through the learning organizational culture and teacher efficacy as a medium has a significant partial mediating effect in both 2019 and 2020. Third, as a result of multi-group analysis before and after COVID-19, a significant difference was found in the path that the democratic school climate had on the learning organizational culture, and it was found that the learning organizational culture in 2020 after COVID-19 is more affected than the previous year by the school climate. Based on the above results, policy implications are presented to help strengthen the teachers’ competencies.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구결과 Ⅴ. 결론 및 제언 참고문헌
