교사의 비판적 의식 척도 개발 및 타당화

Abstract

The purpose of this study was to develop and validate a scale measuring teachers' critical consciousness, aimed at analyzing inequitable political and social conditions in Korean society. Specifically, the scale targets three domains: gender, race, and class. Two studies were conducted. In Study 1, a preliminary questionnaire was created, drawing upon previous research and international scales, and focusing on the domains of gender, race, and class. This process led to the development of a 68-item questionnaire, refined through the input of nine experts and administered to 205 K-12 teachers. Exploratory factor analysis yielded three factors and 20 items. Study 2 involved confirmatory factor analysis with a different sample of 228 K-12 teachers, revealing a bifactor model. This model comprised a general factor of critical consciousness and a three-factor structure representing gender, race, and class. Further validation of the teachers' critical consciousness scale was achieved by examining concurrent, convergent, and discriminant validities. This was done through correlations with measures of critical consciousness, multicultural attitudes, multicultural education competency, classism, sexism, belief in a just world, and social desirability. Based on these findings, the researchers discussed implications, suggested uses for the scale, and proposed directions for future research in this area.