Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Structural Relationships between Learning Organizational Culture, Science Epistemological Beliefs, Science Teaching Efficacy, Science Teaching Professionalism Perceived by Elementary School Teachers

초등교사가 지각한 학습조직문화, 과학 인식론적 신념, 과학 교수 효능감, 과학 수업 전문성 간의 구조적 관계

  • Received : 2023.01.12
  • Accepted : 2023.02.07
  • Published : 2023.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the influence and structural relationship of variables related to science teaching professionalism. These variables set up learning organizational culture as exogenous variables and science epistemological beliefs and science teaching efficacy as endogenous variables. For this study, a survey was conducted with 499 elementary science teachers from Seoul and Gyeonggi province participating. The results of this study are as follows: Science epistemological beliefs and science teaching efficacy were found to directly affect science teaching professionalism. In addition, learning organizational culture perceived by the teachers did not show significant effects on the science teaching professionalism, but it was found that it has direct significant effects on science epistemological beliefs and science teaching efficacy. Based on the results of this study, which examines the structural relationship between learning organizational culture, science epistemological beliefs, science teaching efficacy and science teaching professionalism. we deem that it is necessary to consider internal factors of teachers as well as ways to improve learning organizational culture.

본 연구에서는 과학 수업 전문성과 관련된 변인들 간의 영향을 살펴보기 위하여 외적 변인인 학습조직문화를 외생변인으로, 내적 변인인 과학 인식론적 신념, 과학 교수 효능감을 내생 변인으로 설정하고 변인들 간의 직·간접적인 효과와 구조적 관계를 파악하고자 하였다. 서울과 경기 지역에서 과학을 가르치는 현직 초등교사 499명의 설문지 응답 결과를 데이터로 분석한 결과는 다음과 같다. 첫째, 본 연구에서 측정한 학습조직문화, 과학 인식론적 신념, 과학 교수 효능감 및 과학 수업 전문성과의 관계에 대한 상관을 살펴보면, 각 측정요인 간의 상관은 모두 유의한 상관계수를 보였다. 둘째, 과학 인식론적 신념과 과학 교수 효능감은 과학 수업 전문성에 직접 영향을 미치는 것으로 나타났다. 셋째, 과학 인식론적 신념은 과학 교수 효능감에 직접적으로 영향을 미치며, 과학 교수 효능감을 매개하여 과학 수업 전문성에도 유의한 영향을 나타냈다. 넷째, 교사가 지각한 학습조직문화는 과학 수업 전문성에 유의한 영향을 보이지 않았으나, 과학 인식론적 신념과 과학 교수 효능감에는 직접적으로 유의한 영향을 미치는 것으로 나타났다. 학습조직문화, 과학 인식론적 신념, 과학 교수 효능감, 과학 수업 전문성의 구조적 관계를 규명한 연구 결과를 토대로 초등교사의 과학 수업 전문성의 효율적인 향상을 위해 교사 개인의 내적 요인과 함께 학교 조직문화의 개선에 대한 방안도 고려할 필요성이 있음을 제안하였다.

Keywords

References

  1. Anderson, J., & Gerbing, D. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411.
  2. Aslan, C. (2017). Examining epistemological beliefs of teacher candidates according to various variables. Eurasian Journal of Educational Research, 16(67), 37-50. https://doi.org/10.14689/ejer.2017.67.3
  3. Bae, B. (2002). Understanding and Application of Structural Equations Model. Dakyung.
  4. Bandalos, D. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5
  5. Beyer, B. (1987). Practical strategies for the teaching of thinking. Boston, MA: Allyn and Bacon.
  6. Bleicher, R., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225.
  7. Bollen, K. (1989). Structural equations with latent variables(Vol. 210). John Wiley & Sons.
  8. Chacon, C. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education. 21(3), 257-272. https://doi.org/10.1016/j.tate.2005.01.001
  9. Chan, K., & Elliott, R. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123-142.
  10. Chan, W. (2007). Comparing indirect effects in SEM: A sequential model fitting method using covariance-equivalent specifications. Structural Equation Modeling: A Multidisciplinary Journal, 14(2), 326-346. https://doi.org/10.1080/10705510709336749
  11. Cho, M. (2013). The Effects of Organizational Culture and Communication on Recognized Organizational Competence: Moderating Effects of Communication and Mediating Effects of Trust. Korean Review of Organizational Studies, 10(3), 89-117. https://doi.org/10.21484/kros.2013.10.3.89
  12. Choi, M., & Park, S. (2019). An Analysis of Professional Learning Community Policies of Local Education Authority: focused on Annual Plan of Local Education Authority in 2019. The Journal of Learner-Centered Curriculum and Instruction, 19(22), 1077-1097.
  13. Dembo, M., & Gibson, S. (1985). Teacher's sense of efficacy: An important factor in school achievement. The Elementary School Journal, 86(2), 173-184. https://doi.org/10.1086/461441
  14. Dunkin, M., & Precians, R. (1992). Award-winning university teachers' concepts of teaching. Higher Education, 24(4), 483-502. https://doi.org/10.1007/BF00137244
  15. Enochs, L., & Riggs, I. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90, 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
  16. Ertekin, E., Dilmac, B., Delice, A., & Aydin, E. (2009). Teacher Trainees' Epistemological Beliefs: Effects of Gender, Institution, and Discipline. New Educational Review, 18(2), 184-196.
  17. Fairbanks, C., Duffy, G., Faircloth, B., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2), 161-171. https://doi.org/10.1177/0022487109347874
  18. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report, Springer Open.
  19. Fornell, C., & Larcker, D. (1981). Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics. Journal of Marketing Research, 18, 382-388. http://dx.doi.org/10.2307/3150980
  20. Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice. 19(2), 139-152. https://doi.org/10.2753/MTP1069-6679190202
  21. Hativa, N. (2000). Becoming a better teacher: A case of changing pedagogical knowledge and beliefs of law professors. Instructional Science, 28, 491-52.
  22. Hoy, W., & Woolfolk, A. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355-372. https://doi.org/10.1086/461729
  23. Hur, E. (2011). The Effects of a Learning Organization on Teachers' Professionalism. The Journal of Korean Teacher Education, 28(3), 29-53. https://doi.org/10.24211/TJKTE.2011.28.3.29
  24. Jeon, S., Cho, H., & Lee, L. (2014). An Analysis of the relationship Among Teacher's Job Motivation, Self-efficacy, Commitment and Teaching Expertise. The Korea Educational Review, 20(3), 5-30.
  25. Jeong, D., & An, D. (2021). The Effects of Early Childhood Teachers' Conscientiousness on Creative Teaching Behaviors through Teaching Meta cognition and Expertise Development. The Journal of Thinking Development, 17(1), 81-108.
  26. Jo, Y., & Bae, J. (2015). A Qualitative Study on the Teachers' Training Based on the Professional Learning Community in Gyeonggi Province. The Journal of Korean Teacher Education, 32(2), 33-65. https://doi.org/10.24211/TJKTE.2015.32.2.33
  27. Kang, K., & Jung, W. (2006). Analysis of the Causal Relation Among School Organizational Culture, Teacher Efficacy, and School Organizational Commitment. The Journal of Korean Teacher Education, 23(1), 397-419.
  28. Kim, C. (2000). The Effects of a Portfolio System on Preservice Elementary School Teachers' Science Teaching Self - Efficacy Beliefs. Journal of the Korean Association for Research in Science Education, 20(1), 183-192.
  29. Kim, H. (2010). An Analysis of Elementary Science Teaching Efficacy. The Journal of Educational Studies, 41(1), 97-118.
  30. Kim, H., & Kim, D. (1999). The Relationship of Learning strategies and Beliefs about Science and School Science. Elementary Science Education, 18(2), 119-130.
  31. Kim, H., & Won, H. (2022). Analysis of Structural Relationships on Factors Influencing Teacher Professionalism: Focusing on the Professional Learning Community. The Journal of Research in Education, 35(1), 57-82.
  32. Kim, J. (2007). The Relationship between Organizational Culture, Organizational Commitment and Performance : An Examination of Public Employment Service. Quarterly Journal of Labor Policy, 7(2), 103-134. https://doi.org/10.22914/JLP.2007.7.2.004
  33. Kim, J., & Park, S. (2018). Teacher's Motivation for Voluntary Participation and the Characteristics of Teacher Learning Community Impact on Transfer of Learning. The Journal of Learner-Centered Curriculum and Instruction, 18(10), 953-975.
  34. Kim, M. (2012). 'Connective' Characteristics of Teacher Expertise and Directions in Teacher Education. The Korean Journal of Educational Psychology, 26(1), 39-61. https://doi.org/10.24056/KAJ.2017.06.005
  35. Kim, N., & Yeo, S. (2022). Development and Validation of Teachers' Epistemological Belief Scale using Model-fit. The Journal of Education. 41(4). 75-104.
  36. Kline, R. (2005). Principles and practice of structural equation modeling(2nd ed). New York, NY: Guilford, 3.
  37. Kline, R. (2015). Principles and practice of structural equation modeling(4th ed.). New York, NY: Guilford publications.
  38. Kurt, F. (2009). Investigating student's epistemological beliefs through gender, grade level, and fields of study. Middle East Technical University.
  39. Kwak, B. (2001). Reforming Classroom Education and Teaching Professionality of Teachers. The Journal of Korean Teacher Education. 18(1), 5-1.
  40. Kwak, Y. (2009). Analysis of Professional Development in Teaching Practices of Beginning Secondary Science Teachers. Journal of the Korean earth science society. The Korean Earth Science Society. https://doi.org/10.5467/jkess.2009.30.3.354.
  41. Langcay, M., Gutierrez, J., Valencia, M., & Tindowen, D. (2019). Epistemological beliefs of preservice teachers. Social Studies, 22, 12-20.
  42. Lee, H., & Lee, Y. (2009). The Effects of Performance-Oriented Culture on Organizational Performance - With Focus on the Police Officials' Perceptions. Journal of Korean Social Trend and Perspective, 35(2), 81-108.
  43. Lee, J. (2015). Teaching Meta cognition, Teaching Flow and Creative Teaching Behaviors Differences between Teachers by Cluster Types Based on Psychological Characteristics. The Journal of Korean Teacher Education, 32(2), 67-91.
  44. Lee, K., & Choi, E. (2015). Structural Relationships between Learning Organization Culture, Teacher's Learning Motivation, LMX of Principal-Teacher, Teaching Professionalism perceived by Elementary School Teachers. The Journal of Elementary Education, 28(4), 193-217.
  45. Lee, S., & Bong, J. (2016). Effect of Knowledge for Science Teaching and Creative Personality on Science Teaching Efficacy of Preservice Teachers of Young Children. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology. 6(11), 241-252.
  46. Lefrancois, G. (1996). Psychology for teaching. Cengage Learning.
  47. Lim, H. (2005). The Effectiveness of Elementary Science Methods Class Emphasizing Situational Interest on Preservice Teachers' Self-Efficacy in U.S. The Journal of Elementary Education, 18(1), 133-148.
  48. Lim, S. (2021). The examination of effects of teacher's factors on elementary school students' class participation: Focusing on teaching expertise, teacher efficacy, and teacher-student relationship. The Korean Journal of Child Education, 30(4), 49-63. https://doi.org/10.17643/KJCE.2021.30.4.03
  49. Little, T., Cunningham, W., Shahar, G., & Widaman, K. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9(2), 151-173.
  50. Maeng, H. (2009). The Change of Pre-Service Science Teachers' Epistemological Views of Education in the Field Education Programs. Journal of Science Education, 33(2), 304-316. https://doi.org/10.21796/JSE.2009.33.2.304
  51. Marsick, V., & Watkins, K. (2003). Demonstrating the value of an organization's learning culture: the dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 132-151. https://doi.org/10.1177/1523422303005002002
  52. Mason, L., Boldrin, A., & Zurlo, G. (2006). Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum. International Journal of Educational Research, 45(1-2), 43-56. https://doi.org/10.1016/j.ijer.2006.08.003
  53. Oh, P., Lee, S., Lee,G., Kim,C., Kim,H., Jeon, C., & Oh, S. (2008). Methodological Review of Research Literature on the Expertise of Science Teachers. Journal of the Korean Association for Science Education, 28(1), 47-66.
  54. Oh, S., & Park, J. (2016). The Effects Lifelong Learning Perception and Teacher Efficacy on the Teaching Professionalism of Primary School Teachers. The Journal of Lifelong Education, 12(1), 1-28.
  55. Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2010). Elementary students' scientific epistemological beliefs in relation to socio-economic status and gender. Journal of Science Teacher Education, 21(7), 873-885.
  56. Pajares, M. (1992). Teachers belief and educational research cleaning up a essay construct. Review of Educational Research, 62, 307-332. https://doi.org/10.3102/00346543062003307
  57. Park, K. (2008). Structural Analysis of Effect Factors on Teachers' teaching professionalism. The Korean Educational Administration Society, 26(2), 49-74.
  58. Park, K. (2018). The Relationship between Elementary Pre-Service Teachers' Epistemological Belief and their Instructional Planning. The Journal of Curriculum Studies, 36(1), 25-44. https://doi.org/10.15708/KSCS.36.1.2
  59. Park, K., & Jo, J. (2010). The Teacher's Epistemological Belief and Classroom Teaching Practice. The Journal of Korean Teacher Education, 27(1), 19-42.
  60. Park, S., & Kim, Y. (1995). Study on the Relationships between Cultural Profiles and Organizational Effectiveness. Korean Management Review, 24(3), 213-238.
  61. Park, Y. (2019). A Comparative Study on the Mathematics Epistemological Beliefs of Mongolian and Korean Pre-service Teachers. Journal of Yeolin Education Research, 27(1), 221-240.
  62. Park, Y., Kim, E., & Park, J. (2001). SPSS Statistics Analysis 10. 21th company.
  63. Park, Y., & Lee, S. (2006). The relationship between teachers' participation in decision making and teacher efficacy of elementary school teachers. Journal of Educational Studies, 37(2), 187-210.
  64. Parker, S. (1997). Reflective teaching in the postmodern world. Buckingham: Open university press.
  65. Sandberg, J. (2000). Understanding human competence at work: an interpretative approach. Academy of Management Journal, 43(1), 9-25. https://doi.org/10.2307/1556383
  66. Shahid, J., & Thompson, D. (2001). Teacher efficacy: A Research Synthesis. Paper Presented at the Annual Meeting of the American Educational Research Association.
  67. Shin, N., Jonassen, D., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40, 6-33. https://doi.org/10.1002/tea.10058
  68. So, Y. (2012). The effects of teachers' perception on emotional support, educational belief, teaching efficacy, and instructional professionalism in elementary school teachers. The Journal of Educational Research, 10(2), 163-181.
  69. Song Y. (2006). The Effect of Concept Mapping Strategy Application on Preservice Early childhood Teacher's Science Teaching Self-Efficacy and Science Teaching Attitude. Educational Research Institute, College of Education, Ewha Womans University, 37(3), 131-154.
  70. Sung, S., & Yeo, S. (2018). Development and Application of Teachers' Professionalism Scale on Elementary Science Teaching. The Journal of Education, 38(2), 153-170.
  71. Taasoobshirazi, G., & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155-167.
  72. Tobias, S., & Everson, H. (2000). Cognition and meta cognition. Issues in Education, 6, 167-173.
  73. Topcu, M. & Yilmaz T. (2009). Elementary students' meta cognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  74. Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus(2nd ed). Hoboken NJ: John Wiley & Sons.
  75. West, S., Finch, J., & Curran, P. (1995). Structural Equation Models with Non Normal Variables: Problems and remedies. In: Hoyle, R. H. Ed., Structural Equation Modeling: Concepts, Issues, and Applications, Sage, Thousand Oaks, 56-75.
  76. Yang, M. (2006). A critical and comprehensive review of research on learner's epistemological belief. The Journal of Yeolin Education, 14(3), 1-25.
  77. Yoo, S. (2012). The Effects of Principals' Educational Leadership on the School Teachers' Lifelong Education Flow as Mediated through Teacher Efficacy. The Journal of Lifelong Education and HRD, 8(1), 63-81.
  78. Yeo, S. (2020). Teachers' Belief, Willingness to Act, Consistency, and Potential Willingness to Act on Elementary Gifted Classes. Journal of Gifted/Talented Education. The Korean Society for the Gifted. 30(4), 623-643. https://doi.org/10.9722/jgte.2020.30.4.623
  79. Yoo, S., & Choi, E. (2013). Structural Relationships Between the Variables of the Principal's Educational Leadership, Learning Organization Culture, Teacher Efficacy and Teacher's Learning Flow. Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education, 16(2), 147-173.
  80. Yeo, S., & Sung, S. (2013). Analysis of Elementary Teachers' Professional Performance about Science Teaching Practice according to Their Personal Variables. Elementary Science Education, 32(4), 535-544.