교사의 수업방식과 중학생 자아개념, 진로성숙도, 창의적 사고능력의 관계 분석

Abstract

This study analyzed the structural relationship between teachers' teaching methods and middle school students' self-concept, career maturity, and creative thinking ability, and verified the mediating effect of self-concept and career maturity on the relationship between teachers' teaching methods and creative thinking ability. For this purpose, data from the second year of middle school in the 4th year of 「Korean Educational Longitudinal Study 2013」 of the Korean Educational Development Institute was used. To verify the structural relationship between the variables, a total of 6,326 data were analyzed using the structural equation modeling, and the mediating effect was verified through bootstrapping. As a result of the study, the direct effect of the teacher's teaching method on self-concept and career maturity was statistically significant, but the direct effect of the teacher's teaching method on creative thinking ability was not statistically significant. On the other hand, the teacher's teaching method was found to have a statistically significant indirect effect on creative thinking ability through self-concept and career maturity. These results suggest that there is a limit to improving students' creative thinking ability only with the teacher's teaching method, and creative thinking ability can be improved through students' personal characteristics such as self-concept and career maturity. Therefore, in order to improve students' creative thinking ability, teachers' teaching methods need to be designed in consideration of students' self-concept and career maturity.