초등학교 교사와 학생이 인식한 수업의 질과 학생의 정의적 성취 간의 관계 : 다층구조방정식 모형의 적용

초록

The primary purpose of this study was to analyze the impact of elementary school teacher- and student-perceived instructional quality on students' affective achievement. The study involved 71 homeroom teachers and 1,512 students from 71 classes in 19 elementary schools located in 10 cities and counties in D Metropolitan City and G Province. Considering the hierarchical nature of the data, a multilevel structural equation model was applied to examine the structural relationships among variables. Instructional quality was measured at both the teacher and student levels and consisted of three sub-factors: teacher support, classroom management, and student-centered instruction. It was hypothesized that instructional quality, as perceived by both teachers and students, would positively influence students’ affective achievement, including interest in lessons and academic engagement. Additionally, teacher-perceived instructional quality was assumed to be influenced by teacher characteristics, with teacher efficacy and teacher enthusiasm included as key predictors, as they are commonly examined in research on teacher expertise and instructional quality. Students' affective achievement was modeled as a doubly latent variable (Lüdtke et al., 2011), sharing observed indicators across levels to examine the impact of instructional quality on affective achievement. The findings revealed several key insights. First, the quality of the instruction as perceived by the students, specifically classroom management and teacher support, showed significant direct effects on academic interest and engagement, as well as indirect effects through student-centered instruction as a mediator. However, teacher support, as perceived by the students, did not show a significant direct effect on academic engagement. Second, teacher-perceived instructional quality did not significantly influence students’ affective achievement. Third, teacher efficacy positively influenced teacher support and student-centered instruction, while teacher enthusiasm positively influenced student-centered instruction but had no significant effect on teacher support or classroom management. Finally, the study emphasizes the necessity of utilizing teachers' and students' perceptions complementarily to assess the quality of instruction. Additionally, it discusses directions for improving instruction to enhance students' affective achievement.

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