중등 예비교사의 교직선택 동기와 학업참여의 관계: 교직과정에 대한 기대, 가치, 비용의 매개효과

초록

Purpose: This study aimed to examine the relationship between pre-service teachers’ reasons for entering the teaching profession and their academic engagement and to examine the mediating effects of the expectancy-value-cost of teacher education. Methods: Using responses from 318 pre-service teachers, four models were compared to determine factor structure of expectancy, values, and costs. Structural equation modeling and bootstrapping analysis were performed to examine the mediating effects of expectancy, values, and costs on the relationship between pre-service teachers’ reasons for entering the teaching profession and their academic engagement. Results: A five-factor model, categorized into expectancy, intrinsic value, attainment value, utility value, and cost, best fit the data. Pre-service teachers who entered the teaching profession for an autonomous reason showed higher expectancy, values, and lower costs, along with higher academic engagement. High autonomous motivation was associated with higher expectancy and attainment value, which in turn led to greater academic engagement. Conclusion: An autonomous reason for entering the teaching profession led to higher engagement through the mediating effects of high expectancy and high attainment value. This study highlighted the importance of autonomous reason for entering the teaching profession, the value of teacher education, accepting and the acceptance and internalization of attainment values related to teacher education to increase pre-service teachers’ academic engagement.

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