초등교사 온라인 커뮤니티 이용동기와 만족도 및 교사효능감에 관한 연구

Abstract

Hyun Kyo Jong Graduate School of Education Pukyong National University Astract The study was inspired by the interest of ‘indi-school’ which is a successful online community among elementary school teachers and finds out what enables the teachers voluntarily information sharing and collaborative efforts in the community. Background variables of the online community members and general variables of using the community have been investigated and the relations between the variables were found out. A comparison between motivation of background variables and motivation of general variables was made and as follow, the relations between teachers’ efficacy and the motivation and between the motivation and the motive satisfaction have been analyzed. First of all, the results shows that a majority of the users are teachers who have 5 to 10 years experience and they have been using the community for 5 to 10 years. That means, the community’s early stage members who just be given an official order to be teachers at early 20th when online community syndrome starts in Korea are still its major members. Ratios of teachers who have more than 12 years experience are quite high all over using periods except 7 years and more. It is estimated that the teachers are using ‘indi-school’ as a way of intercommunication. Secondly, the results shows that ‘indi-school’ is widely and the most often used by teachers whose experiences are 5 to 10 years who are major user of other online communities. As mentioned before, ‘indi-school’ has been developed by teachers who started their work from the stage when online communities’ social environments are mature and realized core value of sharing information. Because of that the teachers are familiar with online community cultures and give great affection on ‘indi-school’. Thirdly, motivations of using ‘indi-school’ are pursuit of information, intercommunication, homogeneous relationship making, identification, and personal interest in order and the first four values are the major reasons. The result shows the teachers are using ‘indi-school’ not only to share information about teaching methods and works but also intercommunicate with other teachers to make and maintain homogeneous relationship. Fourthly, in terms of using number of days, the motivation value of teachers who use the community average 3 days a week is the highest and 5 days or more, 2 days, 4 days, and one day per week in order. The values are significant figures in statics but the mean values are not much different. It seems like that the motivation values are affected by direct factors which like average weekly using days and terms of ‘indi-school’ more than indirect factors which like how energetic in online communities or good at using computer programs. Fifthly, statistical consideration between teacher’s efficacy and the motivation which showed a weak relation of direct proportion correlation was found out over all. Teacher’s confidence is highly related with the motivation among teachers efficacy and the next highest related is preferred task difficulty. The result revealed that self-regulation was not significant efficacy in statistic. Finally, the results show that the teachers who are motivated to use the community by personnel interest found the highest satisfaction and the next motive were identification, seeking information, homogeneous relationship making in order in terms of relation between users satisfaction and sub-factors of the motivation. In order, Motivation satisfaction, management satisfaction, technical satisfaction in terms of relation between users motivation and sub-factors of the satisfaction. As the conclusion of the study, primary school teachers’ using satisfaction of ‘indi-school’ is highly related with the motivation and relation of direct proportion correlation. Teacher’s confidence is highly related with the motivation among teachers efficacy. The General variables which affect to the motivation are using periods, average using days of ‘indi-school’ and the background variables are teaching experiences, ages and positions exclude from their sexes, grades of their students.