earticle

영어

This study aimed to find out the relationship of the operation validity, the result satisfaction, the feedback acceptance, and the teacher's self-development motive on middle school teachers' Teacher Evaluation for Professional Development(hereafter TEPD). To achieve these goals, research questions such as the following were set. The results of study through these procedures are summarized as follows: First, judging from analyzed results about parameter roles of feedback acceptance level in the effect relationship of the TEPD's management validity and result satisfaction level on the teacher's self-development motive, the feedback acceptance level could play parameter roles in it. Second, through the analysis of structure relationships among the management validity, the result satisfaction, the feedback acceptance, and the teacher's self-development motive in the TEPD, the effect that the TEPD's result satisfaction had on middle school teachers' feedback acceptance, the effect that the feedback acceptance had on the teacher's self-development motive, and the effect that the TEPD's management validity had the feedback acceptance were relatively greater, compared with the cause-and-effect relationship among other latent variables, which can be interpreted that there was a meaning under statistical significance level. Third, looking results of direct or indirect effects among the TEPD's management validity, the TEPD's result satisfaction, the feedback acceptance, and the teacher's self-development motive, it was grasped that they had an indirect effect on the teacher's self-development motive through the management validity and the result satisfaction. To sum it up, it could be identified that the feedback acceptance was an important parameter variable which could have an effect on the teacher's self-development motive and examining the ways to reinforce the feedback acceptance, there were the active participation in school's decision-making, the accurate understanding on the TEPD, the production of reliable results by the continuous education for students and parents.

한국어

이 연구는 중학교 교사 교원능력개발평가 운영타당도, 결과만족도, 피드백수용도, 교사자기 개발동기 간의 관계를 알아보는 데 목적이 있다. 이 연구를 위하여 서울, 인천, 경기도에 소 재한 중학교 교사들을 대상으로 하여 총 81개 학교에 1,200부의 설문조사를 시행하였으며, 중 다회귀분석과 구조방정식모형분석을 실시하였다. 연구결과, 첫째, 교원능력개발평가의 운영타당도, 결과만족도가 교사자기개발동기에 미치는 영향관계에서 피드백수용도가 매개 역할을 하는 것으로 나타났다. 둘째, 교원능력개발평가의 결과만족도가 피드백수용도에 미치는 영향, 피드백수용도가 교사자기개발동기에 미치는 영향 및 운영타당도가 피드백수용도에 미치는 영향이 다른 잠재변수들 간의 인과관계에 비해 상대 적으로 크며, 통계적 유의수준 하에서 의미가 있는 것으로 나타났다. 셋째, 운영타당도, 결과 만족도, 피드백수용도, 교사자기개발동기간의 직·간접적 효과를 분석한 결과 운영타당도와 결 과만족도가 피드백수용도를 통해 교사자기개발동기에 미치는 간접효과 있는 것으로 파악되었 다. 운영타당도, 결과만족도가 교사자기개발동기에 직접적으로 미치는 효과보다 피드백수용도 를 통해 간접적으로 미치는 효과가 유의한 것으로 보아 피드백수용도가 교사자기개발동기를 설명하는 중요한 매개변인 이라는 것으로 해석할 수 있다.