• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.121-142
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• 2019

The purpose of this study is to explain the teacher librarians' intentions to implement collaborative instruction in school libraries by applying theory of planned behavior. Independent variables that affect the intention to implement were set as attitudes, subjective norms, teacher efficacy, and perceived controllability. A questionnaire survey of 218 teacher librarians was conducted. As a result of the study, there was a difference in teacher librarian's intention to implement collaborative instruction in school library according to the age, the size of school and previous experience. Attitudes, subjective norms, and perceived controllability affected the intention to implement collaborative instruction. Teacher efficacy did not affect teacher librarian's intention to implement collaborative instruction in school library. The results of the study were interpreted as a mixed method by using open-ended questions. Based on the results, implication was proposed to expand collaborative instruction in school library.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.2
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• pp.221-239
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• 2010

The purpose of this study is to cultivate the educational competency of pre-librarians in the Department of Library & Information Science. To achieve this, first, the program is developed which is based by PBL(Project Based Learning) method for LIS education. Second, the questionnaire for education librarian self-efficacy is developed to measure the education librarian self-efficacy. Third, data were collected from 42 LIS undergraduate students at the beginning and end of the semester-long program during which it was adopted. The data were analyzed by paired t-test with SPSS. Analysis shows the program has a significant effect on the improvement of educational self-efficacy for pre-education librarians. Also, it is hoped that for this program will be applied to continuing education programs for education librarians and teacher librarians.