Korea is in situation of having been transformed into multicultural and multiracial society within short periods. Though a change into a multicultural nation could be a moment of being able to go towards a competitive society from national respects, b...
Korea is in situation of having been transformed into multicultural and multiracial society within short periods. Though a change into a multicultural nation could be a moment of being able to go towards a competitive society from national respects, but proper social responses are required so much in reality. Specially, school educations of students from multicultural families are substances of the social responses. Roles of teachers who raise students’ self-esteems and do social and emotional supports so that students from multicultural families can adopt to our society well in classrooms could be said very important. In order to expect teacher’s roles in multicultural educations, a fact has to be preconditioned whether teachers equip with professional recognitions on multicultural educations sufficiently. It is important to support students from multicultural families so as to have correlations with teachers and classmates, and to adopt the school life by forming close ties with individual students intelligently and emotionally.
This study set up student’s self-efficacy and relations between students-teachers as medium factors for looking into effects of teacher’s recognitions toward multicultural education on students’ school adjustment. That is, it was assumed that teacher’s recognitions on multicultural educations are important by types of raising student’s self-esteems or improving relationships with students in order to affect the teacher’s recognitions to school adjustment of students from multicultural families. In relation with important background factors in the model this study also examined relations between student’s communication abilities and research variables in addition to teacher’s recognitions toward multicultural educations by putting student’s communication abilities in the model.
For research analysis, this study selected elementary school students as research objects. The selecting reason of elementary school students as research objects was laid in a fact that elementary school student’s propositions were occupying 73.9% among total students from multicultural families in elementary, middle and high schools. Research objects having participated in this research were 336 students of 2nd~6th grades from multicultural families in 55 elementary schools located in Seoul, 290 teachers in charge, and 55 Principals, and aforesaid research matters were reviewed by utilizing correlation analysis, hierarchical regression analysis, and structural equation model analysis. Regarding to detailed analyses, the model was grasped as proper from results of confirmatory factor analysis and exploratory factor analysis.
For analyzing data, the study looked into effects of Korean language abilities and teacher’s recognitions toward multicultural education on school adjustment of students from multicultural families mediated by self-efficacy and student-teacher attachment relationships in relation with school adjustment. And this study verified personal variable, teacher variable, and school one together with family variable so as to confirm relative influences of them through hierarchical regression analysis.
In relation with findings of this research:
First, Korean language abilities were confirmed as affecting influences mediated by self-efficacy as the result of verifying effects of Korean language abilities to school adjustment. As a result of analyzing effects to self-efficacy by considering Korean language levels of parents and students to its abilities, Korean language abilities was not significant in direct effects to school adjustment, and a fact was appeared that Korean language abilities influenced to school adjustment mediated by self-efficacy;
Second, the study could know a fact that teacher’s recognitions toward multicultural educations affected school adjustment mediated by student-teacher attachment relationships. The results such like teacher’s education recognitions were appeared as not significant to school adjustment, and effects were influenced to school adjustment mediated by student-teacher attachment relationships mean that practical efforts of teachers for forming relationships with students are very important rather than effects of teacher’s recognitions toward multicultural education on the school adjustment of students from multicultural families;
Third, self-efficacy did not affect direct influences to school adjustment, but effects to school adjustment were displayed largely mediated by student-teacher attachment relationships. As students having high self-efficacy were aggressive in relations with teachers and then formed student-teacher attachment relationships positively, and they were shown as doing school adjustment well that were explained from teacher adaptation, colleague adaptation, school life one, and school activity’s satisfactions mediated by student-teacher attachment relationships;
Fourth, as the result of hierarchical regression analysis for knowing about relative influences among personal variable, teacher variable, and Principal one having affected to school adjustment, variables from family, personal, and Principal were appeared significantly, but Principal variable was not significant.
Teacher's recognition on educations affected important influence to student's studies and emotional adaptations. As having been stated from existing researches, a fact was proved again such like teacher’s recognitions affected to student’s emotions and attitudes rather than directly influencing student’s result factors, and also induced or changed relationships between teachers and students. In this regard, student’s linguistic communication abilities affected positive influences to self-confidence and competences to oneself, and caused indirect influences to positive relationships between teachers-students and school adjustment. In this way, forming positive relations between teachers and students was cleared as an important factor to school adjustment of students from multicultural families. Also, teacher’s positive recognitions on multicultural educations were looked as the start point of student’s school adjustment, but multicultural training experiences were appeared as not affecting to recognitions on teacher’s multicultural educations from additional analyses. Therefore, this study judged that multicultural training has to become detailed and realistic to the directions of being able to change frames on teacher’s education recognitions in future so as to solve such problems.
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