교수역량, 자기주도적학습력, 학교생활만족도와 핵심역량 간의 구조적 관계 분석

초록

This study aims to empirically analyze the structural relationships among students’ perceptions of teachers’ teaching competency, self-directed learning ability, school life satisfaction, and other key competencies. A total of 489 students in grades 4 through 9 from elementary and middle schools in Daegu, South Korea, participated in the survey. The collected data were analyzed using SPSS 23.0 for descriptive statistics, reliability analysis, and exploratory factor analysis, and AMOS 23.0 for structural equation modeling (SEM) to assess model fit and path significance. The results showed that teaching competency did not have a direct effect on key competencies, but it indirectly influenced them through self-directed learning ability and school life satisfaction. Self-directed learning ability and school life satisfaction both had significant direct effects on key competencies, and self-directed learning ability positively influenced school life satisfaction. Notably, teaching competency indirectly affected key competencies through the dual mediating effects of self-directed learning ability and school life satisfaction. These findings provide meaningful implications for improving the effectiveness of competency-based curricula and suggest practical directions for teacher training, student-centered instructional design, and the creation of a positive school climate.

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