초·중등학생이 지각하는 교사의 교수역량과 학생들의 핵심역량 간의 관계에서 학교생활만족도의 매개효과: 대구광역시교육청 핵심역량을 중심으로

초록

This study aimed to analyze the mediating effect of school life satisfaction on the relationship between teachers' perceived teaching competence and students' core competencies, as perceived by elementary and middle school students. To this end, an online survey was conducted from September 9 to September 20, 2024, with 489 students (300 elementary school students and 189 middle school students) enrolled in the Daegu Metropolitan Office of Education. The collected data were analyzed using PROCESS macro MODEL 4. The results of the study confirmed that school life satisfaction served as a key mediating variable in the relationship between teaching competence and core competencies. First, subject knowledge had a direct effect only on empathic communication competence, but no significant direct effect on other core competencies. Second, while teaching methods had no direct effect on any of the core competencies, they had an indirect effect, as demonstrated by a full mediating effect through school life satisfaction. Third, student evaluations had no direct effect on self-management and community competencies, but did have a direct effect on creative convergence thinking and empathic communication. Overall, school life satisfaction showed a significant mediating effect. In particular, peer relationships, teacher relationships, school environment, and school events were found to have an indirect effect on self-management competency; learning activities, school environment, and school events were found to have an indirect effect on creative and convergent thinking competency; learning activities, peer relationships, teacher relationships, and school events were found to have an indirect effect on empathic communication competency; and learning activities and school events were found to have an indirect effect on community competency. These results suggest that school life satisfaction is a major pathway that strengthens the influence of teachers' teaching competency on the development of students' core competencies, and demonstrate that strategies to increase school life satisfaction in educational settings can be an important facilitating factor in the development of core competencies.

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