교사정체성과 직무만족 관계에 대한 교사효능감과 조직몰입의 매개적 역할

Abstract

This study explored whether teacher identity plays a mediating role of teacher efficacy and organizational commitment on the relationship between teacher identity and job satisfaction. This study conducted a survey on teacher identity, teacher efficacy, organizational commitment, and job satisfaction with 532 elementary, middle, and high school teachers in Gyeongbuk, Gyeongnam, Daegu, Daejeon, and Ulsan. In this study, frequency analysis and correlation analysis were performed using SPSS 23.0, and regression analysis and significance test of mediating effects were analyzed through SPSS Process macro version 4.0 (Model 6). As a result of the study, teacher identity had a positive effect on job satisfaction, and teacher efficacy and organizational commitment mediated significantly the effect of teacher identity on job satisfaction. This study confirmed that teacher identity is the main variable that determines job satisfaction, and teacher efficacy is the main variable that promotes the effect of teacher identity on organizational commitment and job satisfaction. This study provides practical implications that it is necessary to provide counseling and training programs that can cultivate teacher efficacy in teaching learning and life guidance when providing programs for forming and maintaining teacher identity to enhance teachers' job satisfaction.