Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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A Convergence Study on the Factors Affecting Teacher Efficacy among School Teachers in COVID- 19 Special Disaster Area

코로나바이러스감염증-19 특별재난 일개 지역 교사의 교사 효능감에 영향을 미치는 요인 융합 연구

  • Received : 2020.10.20
  • Accepted : 2021.01.20
  • Published : 2021.01.28
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Abstract

This study was aimed to investigate the factors influencing teacher efficacy of depression, anxiety, stress among school teachers in COVID- 19 special disaster area. The data were collected from May 9 to 16, 2020 for 123 high school teachers in D city. As a result of the study, the influential factor of teacher efficacy was satisfaction with duty (β=0.27, p=.002), economic level (β=0.18, p=.022), education (β=0.18, p=.022), subjective health state (β=0.16, p=.047), stress (β=-0.16, p=.044), gender(β=0.16, p=.042). These factors accounted for 35% in teacher efficacy. It was found that depression(β=-0.09, p=.468) and anxiety(β=-0.12, p=.320) had no significant effect on teacher efficacy. When developing a program to improve teacher efficacy, it is required to prepare measures not only to manage stress but also to improve job satisfaction.

본 연구는 코로나바이러스감염증-19 특별재난지역에 근무하는 중등학교 교사의 우울, 불안과 스트레스가 교사효능감에 미치는 영향을 파악하고자 시도되었다. 자료수집은 2020년 5월 9일부터 16일까지 D시 중등학교 교사 123명을 대상으로 하였다. 연구결과 직무 만족도(β=0.27, p=.002), 경제 수준(β=0.18, p=.022), 학력(β=0.18, p=.022), 주관적 건강상태(β=0.16, p=.047), 스트레스(β=-0.16, p=.044), 성별(β=0.16, p=.042)이 교사 효능감에 유의한 영향을 나타내었으며, 설명력은 35%이었다(F=11.80, p<.001). 우울(β=-0.09, p=.468)과 불안(β=-0.12, p=.320)은 교사 효능감에 유의한 영향을 미치지 않았다. 교사 효능감 증진을 위한 프로그램 개발 시 스트레스 관리뿐만 아니라 직무 만족도 증진을 위한 방안 마련이 요구된다.

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References

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