초등교사 행위주체성 측정 도구 개발

Abstract

Purpose: In order to emphasize the role of elementary school teachers as agents of change and discuss
 this in practice, it is necessary to specify the construct factors of the elementary school teacher agency.
 Accordingly, the purpose of this study was to derive the constructs of elementary school teacher agency
 and to develop and validate an inventory that can measure it.
 Methods: A survey was conducted targeting elementary school teachers to verify the statistical validity
 of the inventory. Content validity was secured through expert review of the questions, and construct
 validity was verified using exploratory factor analysis, confirmatory factor analysis, and structural
 equation modeling. Finally, concurrent validity was verified through correlation with the reference
 inventory.
 Results: The inventory consisting of five constructs was extracted. The five constructs were
 ‘commitment to educational goals’, ‘collective efficacy’, ‘awareness of autonomy’, ‘professional
 reflection’, and ‘perception of influence’. Agency of elementary school teachers was a concept that
 encompassed actions from the individual level of developing expertise by oneself to the collective
 level of behavior that had a positive impact on various targets by collaborating with students, colleagues,
 and other individuals.
 Conclusion: The inventory of agency for elementary school teachers will provide a perspective to
 view them as social agents who can participate and speak out their voices in their own educational
 activities and issues of the educational community. It is also significant in that this inventory can
 be used as a conceptual framework to support an environment for elementary school teachers to
 demonstrate agency and share meaning in practice.