고등학교 국어 교사의 수업의 질 인식에 대한 잠재프로파일 양상 및 영향 요인

Abstract

The purpose of this study is to explore the patterns of instructional quality and their influential factors with teacher and school factors in Korean language instruction. To this end, a 3-step multilevel latent profile analysis was conducted for 1,220 high school Korean language teachers using PISA 2018 data. The results are as follows. First, three latent profiles such as ‘high(16.4%)’, ‘middle(62.2%)’, and ‘low(21.3%)’ groups were derived. Second, it was found that ‘satisfaction with the teaching profession’, ‘perception of importance on Korean skills’, and ‘teacher collaboration’ were more related to the ‘high’ group rather than the ‘middle’ or the ‘low’ group. Also, the teachers were more likely to belong to the high group rather than the low group when teachers were required to participate ‘professional development’. Third, ‘level-differentiated classes’ among school factors predicted more positive groups. Finally, educational implications for improving the quality of Korean language instruction are discussed.