중학교 교사들이 인식하는 참여적 의사결정, 교사효능감, 교사 교수실천 간 구조적 관계

초록

The purpose of this study is to investigate the structural relationship among participatory decision-making, teacher efficacy, and teacher teaching practice perceived by middle school teachers. For this purpose, 2,303 middle school teachers who participated in the OECD Teaching and Learning International Survey (TALIS 2018) were selected as research subjects after excluding 628 cases with missing data. The data were analyzed using structural equation modeling, employing SPSS 23.0 and AMOS 23.0 software. The results of the study are as follows: First, there was a positive correlation among participatory decision-making, teacher efficacy, and teacher teaching practice. Second, the goodness-of-fit indices for the structural equation model (chi-square, GFI, RMSEA) generally met the acceptable criteria. Third, the mediating effect of teacher efficacy in the relationship between participatory decision-making and teacher teaching practice was confirmed. These findings indicate that teacher efficacy has a significant mediating effect on the relationship between participatory decision-making and teacher instructional practices. This suggests that while participatory decision-making directly influences teacher instructional practices, its effectiveness is enhanced when mediated by teacher efficacy. In conclusion, this study emphasizes the importance of participatory decision-making for effective instructional practices and empirically demonstrates the necessity of enhancing teacher efficacy. This study is significant in that it provides practical implications for its application in school settings to improve teachers' instructional practices.

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