특성화 고등학교 교사 및 학교 수준 변인과 학교 효과성의 구조적 관계

Abstract

The purpose of this study was to utilize a multi-layered structural equation model to explore the structural relationship between teacher and school level variables, and school effectiveness of specialized vocational highschool. Three research goals were set. The research objective is, first, to establish a structural equational model of principals' leadership, school climate, teacher class cooperation, teacher achievement expectations and teacher professionalism, and school effectiveness. Second, to investigate the relationship and effects between teacher cooperative learning, teacher achievement expectation, and teacher professionalism to school effectiveness at the teacher - level. Third, to investigate the relationship and effects between school principals 'leadership, school climate, teacher' s class cooperation, teacher achievement expectation and teacher professionalism, and school effectiveness at the school level.

The population is 491 specialized vocational high school as of 2017. Considering representativeness of the population and the feasibility of the data collection, a proportional stratification sampling was carried out based on the location of the school, representing a total of 60 specialized high schools and 900 teachers (330 students in 22 special metropolitan schools and 570 students in 38 other cities).

A survey instrument consisting of questionnaire about school effectiveness, principals' leadership, school climate, teacher class cooperation, teacher achievement expectation, teacher professionalism and general characteristics was used to collect data.In order to observe the potential variables of school effectiveness, the variables of validity and reliability were determined through preliminary study setting, preliminary question preparation, facial validity and content validity verification, exploratory factor analysis and preliminary investigation, respectively. Observational variables of school effectiveness consisted of academic curriculum, career achievement after graduation, and the questions to be measured consisted of a total of 10 questions for each of the five questions. A positive factor analysis showed that the factorial. The factor loadings of confirmatory factor analysis were .763 to .883 for academic achievement, and .684 to .883 for career achievement. The total coefficient of internal congruence was .903, whereby it is .920 for the academic achievement, and .894 for the career achievement. In order to measure observation variables of the potential variables school leadership, school climate, teacher class cooperation, teacher achievement expectations, and teacher professionalism, the measurement tools, which were judged to be suitable for the purpose of the study, were modified and revised to confirm the validity and reliability of the survey.

Data collection was conducted through online survey systems, postal surveys and visiting surveys from October 27 to November 26, 2018. Of the 60 schools, 32 conducted online surveys and 28 conducted postal surveys. 930 copies were distributed to 60 schools, 865 of which were collected (93.1%), and 692 questionnaires from 52 schools were finally utilized in the final analysis, excluding unfair and redundant responses, non-response and outlier responses from the collected questionnaires (the effective response rate of 74.4%). Data analysis was conducted using the SPSS 21.0 for Windows program for descriptive and correlation analysis, and a two-level multilayer structural equation model analysis was conducted using the Mplus 7.0 program. The statistical significance was set at .05.

First, the results of the study shows that the fit of the hypothetical multi-level structural equation model between the effectiveness of specialized vocational high school and the school principals' leadership, school climate, teacher professionalism, teacher class cooperation, and teacher expectation was generally good and the structural relationship among the variables was duly predicted. Second, at the teacher level, the teacher class collaboration (β=.534), teacher achievement expectations (β=.344) and teacher professionalism (β=.295) each had a direct and positive impact on school effectiveness. On the other hand, teachers' expectation of expectation was mediated by .260 in the relationship between teacher 's class cooperation and school effectiveness, and teacher's expertise was mediating effect of .111. Teacher achievement expectations and teacher 's professionalism were not significant in the relationship between teacher' s instructional cooperation and school effectiveness. Third, at school level, there were direct and significant effects of school principal leadership (β=.442) and teacher class cooperation (β=.687) on school effectiveness. School climate, teacher achievement expectation, and teacher professionalism had no direct effect. In the relationship between the school principals leadership and school effectiveness, teacher class cooperation had a mediated effect of .101, but the effect of school principals' leadership on teacher effectiveness and school achievement was not significant. In addition, the dual mediated effects of teacher class cooperation and teacher achievement and teacher teaching cooperation and teacher professionalism were not significant in relation to the school leader's leadership and school effectiveness. Meanwhile, it has been shown that the teacher achievement has the mediated effect of .136, and the teacher professionalism is .111 in relation between teacher class cooperation and school effectiveness. Analysis of the double-mediated effect of teacher professionalism and teacher expectation achievement expectation on teacher class cooperation and school effectiveness shows that there is an insignificant effect of teacher coaching on teacher achievement expectation and teacher professionalism and school effectiveness

The conclusion is, first, teacher class cooperation, teacher achievement expectation and teacher professionalism at the teacher level have direct effect on school effectiveness, and have mediating effect. On the other hand, at the school level, the teacher achievement expectation has a direct effect on the school effectiveness, and the school principal leadership and teacher class cooperation have a direct effect on the school effectiveness and have a mediating effect. Therefore, it is possible to establish a multi-layer structural equation model at the teacher level and at the school level. Second, it has been shown that at the teacher level, teacher class cooperation, teacher achievement expectation, teacher professionalism are the main factors that explain the differences in school effectiveness among teachers within the same school. Teacher class cooperation in particular has a greater impact than other factors when controlling other variables. Therefore, it is necessary to help teachers to actively participate in classroom-related cooperation activities to find useful information or solutions to problems for teaching. Third, at the teacher level, the teacher achievement expectation and the teacher professionalism have a mediated effect in the relationship between teacher class cooperation and school effectiveness. In particular, the teacher achievement expectation showed a greater effect on school effectiveness than on teachers' professionalism. This suggests that teachers' expectations of students, rather than their level of professionalism, may be an important factor affecting school effectiveness.

Fourth, in the school level model, school principals' leadership, teacher' s class cooperation, and teacher achievement expectation have a direct and positive impact on school effectiveness. Differences in school characteristics based on the level of school principals' leadership, teacher class cooperation, and teachers' performance opportunities create differences in effectiveness among schools, and in particular, the level of teacher class cooperation in schools creates a school culture that has a greater impact on school effectiveness than that of teachers' individual levels, and increases opportunities for teachers' voluntary participation, thus giving them new opportunities to motivate teaching and to develop and demonstrate new competencies. Fifth, teacher class cooperation at the school level has been shown to have a mediated effect on the relationship between school principal leadership and school effectiveness. This suggests that as school principal clarify school education, maintain school order, and actively promote cooperative activities between teachers, the effectiveness of school teachers can be seen as an important factor in the transition from individual levels of teachers to school-level effectiveness. Sixth, at the school level, the teacher achievement expectation and the teacher professionalism have a mediated effect on the relationship between teacher class cooperation and school effectiveness. In particular, the teacher achievement expectation showed a greater effect on school effectiveness than on teachers' professionalism. This suggests that differences in school effectiveness need not be limited to phenomena that arise simply due to differences in teacher's professionalism level, but also need to consider psychological characteristics such as teachers' expectations for students and positive level of awareness.

The suggestions based on the results of research are, first, it is necessary to establish a system of cooperation among specialized vocational high school teachers. Second, it is necessary to develop support measures to raise teachers' expectations for student achievement. Third, it is necessary to foster a culture in which the school principal can promote cooperation among teachers and strengthen its role performance so that it can display leadership appropriate to the characteristics of its members of the school. Fourth, it is necessary to carry out a multi-layer structural equation modelling considering the characteristics of teachers and schools.

이 연구의 목적은 다층구조방정식 모형을 활용하여 특성화 고등학교 교사 및 학교 수준 변인과 학교 효과성의 구조적 관계를 구명하는데 있었다. 연구 목표는 첫째, 학교장 리더십, 학교풍토, 교사수업협력, 교사성취기대 및 교사전문성과 학교 효과성의 구조적 관계 모형을 설정한다. 둘째, 교사 수준 모형에서 교사수업협력, 교사성취기대 및 교사전문성과 학교 효과성의 영향 관계를 구명한다. 셋째, 학교 수준 모형에서 학교장 리더십, 학교풍토, 교사수업협력, 교사성취기대 및 교사전문성과 학교 효과성의 영향 관계를 구명한다.

모집단은 2017년을 기준으로 전국의 특성화고등학교 491개교이다. 학교의 소재지를 기준으로 특별광역시와 도로 구분하여 비례층화표집을 실시하여 총 60개교 특성화고등학교를 선정하였다. 학교 효과성에 대한 객관적인 측정치를 얻기 위해 학교별로 15명씩 총 900명의 교사(특별광역시 22개교 330명, 그 외 시도 38개교 570명)를 표집하였다.

조사도구는 학교 효과성, 학교장 리더십, 학교풍토, 교사수업협력, 교사성취기대, 교사전문성 및 일반적 특성 조사문항으로 구성된 설문지를 활용하였다. 학교 효과성 잠재변인을 관찰하기 위한 관찰변인은 선행연구를 바탕으로 구인화 모형 설정, 예비문항 작성, 안면타당도 및 내용타당도 검증, 탐색적 요인 분석, 예비조사 및 본 조사의 절차를 거쳐 타당도와 신뢰도를 검증 받았다. 학교 효과성의 관찰변인은 교육과정 성취, 졸업 후 진로 성취이며, 측정도구는 각 5문항씩 총 10개 문항으로 구성하였다. 관찰변인의 요인적재량은 교육과정 성취는 .763~.883이며, 졸업 후 진로 성취는 .684~.883의 분포를 보였다. 내적일치도 계수는 전체가 .903, 교육과정 성취는 .920, 졸업 후 진로 성취는 .894로 나타났다. 학교장 리더십, 학교풍토, 교사수업협력, 교사성취기대 및 교사전문성의 잠재변인별 관찰변인을 측정하기 위해서 연구의 목적에 적합하다고 판단되는 관찰변인 측정도구를 수정ㆍ번안한 후 예비조사를 통해 타당도와 신뢰도를 확인하였다.

자료 수집은 2018년 10월 27일부터 11월 26일까지 총 60개교 중 32개교는 온라인 조사를 실시하였으며, 28개교는 우편조사를 실시하였다. 60개교에 900부가 배부되었고, 이 중 57개교의 865부가 회수되었으며(회수율 93.1%), 회수된 설문지 중 불성실 응답, 중복 응답, 미응답, 이상치 응답을 제외하고 최종적으로 총 52개교의 692부(유효 응답률 74.4%)를 최종 분석에 활용하였다. 자료 분석은 SPSS 21.0 for Windows 프로그램을 이용하여 기술통계와 상관분석을, Mplus 7.0 프로그램을 이용하여 2수준 다층구조방정식모형 분석을 실시하였다. 추리통계에 대한 통계적 유의성은 .05를 기준으로 판단하였다.

연구의 결과는 첫째, 특성화 고등학교 효과성과 학교장 리더십, 학교풍토, 교사전문성, 교사수업협력, 교사성취기대 간의 가설적 다층구조방정식모형의 적합도는 대체로 양호한 것으로 나타나 변인 간의 구조적 관계를 타당하게 예측하였다. 둘째, 교사 수준 모형에서 교사수업협력(β=.534), 교사성취기대(β=.344), 교사전문성(β=.295)은 학교 효과성에 대해서 각각 정적인 영향을 미쳤다. 한편, 교사수업협력은 교사성취기대를 매개로 학교 효과성에 정적인 영향(β=.260)을 미쳤으며, 교사전문성을 매개로 학교 효과성에 정적인 영향(β=.111)을 미쳤다. 교사수업협력과 학교 효과성의 관계에서 교사성취기대와 교사전문성의 이중매개는 유의하지 않았다. 셋째, 학교 수준 모형에서 학교장 리더십(β=.442), 교사수업협력(β=.687)은 학교 효과성에 대해서 각각 정적인 영향을 미쳤으며, 학교풍토, 교사성취기대, 교사전문성은 직접효과가 없었다. 학교장 리더십은 교사수업협력을 매개로 학교 효과성에 정적인 영향(β=.101)을 미쳤으나 교사성취기대와 교사전문성의 매개효과는 유의하지 않았다. 또한 학교장 리더십과 학교 효과성의 관계에서 교사수업협력과 교사성취기대 및 교사수업협력과 교사전문성의 이중 매개효과는 유의하지 않았다. 한편, 교사수업협력은 교사성취기대를 매개로 학교 효과성에 정적인 영향(β=.136)을 미쳤으며, 교사전문성을 매개로 학교 효과성에 정적인 영향(β=.111)을 미쳤다. 교사수업협력과 학교 효과성에 대한 교사성취기대와 교사전문성의 이중매개 효과를 분석한 결과, 교사수업협력이 교사성취기대와 교사전문성을 거쳐 학교 효과성에 이르는 효과는 유의하지 않은 것으로 나타났다.

결론은 첫째, 교사 수준에서 교사수업협력과 교사성취기대, 교사전문성은 학교 효과성에 직접효과가 있으며, 매개효과를 갖는다. 한편, 학교 수준에서 교사성취기대는 학교 효과성에 직접효과가 있으며, 학교장리더십과 교사수업협력은 학교 효과성에 직접효과를 가지면서 매개효과를 갖는다. 따라서 교사 수준과 학교 수준의 다층 구조적 방정식 모형 설정이 가능하다. 둘째, 교사 수준 모형에서 교사수업협력, 교사성취기대 및 교사전문성은 동일한 학교 내에서 교사 간에 발생하는 학교 효과성의 차이를 설명하는 주요 요인인 것으로 나타났다. 특히 교사수업협력은 다른 변인들을 통제했을 때, 다른 요인들 보다 더 큰 영향을 미친다. 교사성취기대와 교사전문성은 교사수업협력과 학교 효과성의 관계에서 매개효과를 가진다. 특히 교사성취기대는 교사전문성에 비해 학교 효과성에 더 큰 매개효과를 나타냈다. 셋째, 학교 수준 모형에서 학교장 리더십, 교사수업협력, 교사성취기대는 학교 효과성에 직접적으로 정적인 영향을 미친다. 교사수업협력은 학교장 리더십과 학교 효과성의 관계에서 매개효과를 가지는 것으로 나타났다. 교사성취기대와 교사전문성은 교사수업협력과 학교 효과성의 관계에서 매개효과를 갖는다. 특히 교사성취기대는 교사전문성에 비해 학교 효과성에 더 큰 매개효과를 나타냈다.

연구결과를 토대로 한 제언은 첫째, 학교 효과성과 관련 잠재변인 간의 구조적 관계 모형을 설정하고 검증하는 데 있어 학교 효과성 관련 변인을 교사 수준과 학교 수준으로 구분하여 분석할 필요가 있다. 둘째, 학교 효과성의 개념화를 분명하게 하고 이를 정확하게 측정할 수 있는 관찰변인을 설정할 필요가 있다. 셋째, 교사수업협력을 향상시키고 촉진할 수 있는 지원방안 마련이 필요하다. 넷째, 학교장이 교사간 협력을 촉진시킬 수 있는 문화를 조성하고 구성원의 특성에 적합한 리더십 발휘할 수 있도록 역할 수행을 강화할 필요가 있다.