중․고등학생의 자기주도학습역량에 영향을 미치는 교사 요인: 잠재평균 및 다집단 분석

초록

The 2022 revised Korean national curriculum identified self-directed learning as a core competency, shaped not only by students’ efforts but also by teacher characteristics. This study examined the relationships between teacher–student relationship, teacher feedback, teacher satisfaction, and self-directed learning competency among second-year middle and high school students, and explored differences by school level. Using structural equation modeling, latent mean and multi-group analyses were conducted. Results showed that teacher–student relationship directly and indirectly enhanced self-directed learning through teacher feedback and satisfaction. High school students reported higher self-directed learning but lower perceptions of feedback and satisfaction than middle school students. Path coefficients did not differ significantly across school levels, indicating consistent effects of teacher factors. These findings highlight that positive teacher–student relationships, quality feedback, and higher teacher satisfaction contribute to developing self-directed learning, offering guidance for instructional strategies and educational policy.

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