Social & cultural, and educational change have a great impact on educational demand and role of schooling. To improve the quality of education, teachers’ role become more important than before because teachers are the one of the important human ... Social & cultural, and educational change have a great impact on educational demand and role of schooling. To improve the quality of education, teachers’ role become more important than before because teachers are the one of the important human resources on education. However, according to results of teaching and learning international survey(TALIS), there are significant findings on that. The perception of sense of teachers' efficacy and teachers’ satisfaction in Korea is lower than other countries. This problem can negative effect on students and teachers so many studies on teachers' efficacy are increasing. Along with increasing number of studies, researches on the effect of teachers' efficacy on teacher are signifiant. According to many studies on teachers' efficacy, it is defined as the conviction that teachers are able to accomplish some activities such as academic achievement of students. Teachers' sense of self efficacy may be some positive effects on affective and academic outcomes and improve teachers' satisfaction. This study concentrates on the effect of the sense of teachers' efficacy on teachers’satisfaction. Therefore, teachers's efficacy is divided into two parts: instructional efficacy and guidance efficacy and also teachers' satisfaction is consisted of satisfaction with teaching profession and teachers' satisfaction with school environment. The purpose of this study is analysis of the effect on teachers so there are three major questions of the research. First, are there significantly differences of teachers' efficacy by the level of school, school and teacher background variables. Second, are there significantly differences of teachers’ satisfaction by the level of school, school and teacher background variables. Third, the teachers' self efficacy has a great impact on teachers' satisfaction. This study analyzed Gyeonggi Education Panel Study's(GEPS) 2014 data and 501 teachers elementary school, 664 teachers in middle school and 943 teachers in high school teachers are analyzed. Research methods are used correlation analysis, t-test, ANOVA, and hierarchical multiple regression. The results are as followed. First, There are considerable differences of the sense of teachers' efficacy by school level. In elementary school, all of two types of teachers' efficacy which are instructional efficacy and guidance efficacy are higher than others. Among school and teacher background variables, teachers' work experiences, academic background and teacher's position have a significant differences of instructional efficacy in elementary school. In the middle school, work experiences is meaningful factor on instructional efficacy. Also, gender, work experiences, academic background have a significant differences of instructional efficacy in high school. In addition, there are meaningful differences on guidance efficacy. Work experiences, gender, academic background, and teacher's position have significant differences. Second, teachers' satisfaction has remarkable differences by school level, school and teacher background variables. In school and teacher background variables, there is not significant difference of satisfaction with profession in elementary school. However, teachers' work experiences, position of teacher are factors which have influence on satisfaction with profession in middle school. In high school, types of school, gender, and positions are the factor which are effect on teachers' satisfaction with profession. Furthermore, teachers' work experiences is a factor which has influences on satisfaction with school environment in elementary school. Also, types of school, homeroom teacher or not, and positions have meaningful differences on satisfaction with school environment in middle school. In high school, academic background of teachers, homeroom teacher or not are the factor which are effect on teachers' satisfaction with current environment of school. Third, teacher's sense of self efficacy have considerable relationship between teachers' satisfaction which is consisted of two parts: satisfaction with teaching profession and with school environment. In elementary school, each teachers' efficacy variables explained about 14.4% and 11.0% of all types of teachers’satisfaction. Furthermore, the results are showed that in the case of middle school there is an explanation of about 12.2% and 7.5% with teachers' satisfaction on teachers' efficacy. In high school, each sense of teacher efficacy variables explained about 5.2% and 4.8% of all types of teachers' satisfaction. There are several implications from the result. it is necessary to develop customized teacher training program suited to teaches to develop the level of teachers' satisfaction. Also, reasonable division of teachers' works is need to increase teacher satisfaction with profession and school. Moreover, the more effective educational environment and support is need to improve teachers' efficacy which has influence on affective factors of students such as students' attitude of learning. Lastly, it is necessary to provide differentiated educational support to teacher by school level. The following several aspects have to be considered so as to analyze the result of the study. The subjects of this research is limited to certain areas as Gyeonggi so interpretation of the result need to be careful. Also, thoughtful comparison studies are needed to analyze effect of teachers' efficacy on teachers' satisfaction. Finally, various kinds of research method is need to develop the quality of research in the following studies. ，韩语毕业论文，韩语论文题目 |
