영어학업성취도, 자기효능감, 지각된 교사수업능력간의 종단관계

Abstract

This study explored the longitudinal relations among high schoolers’ English achievement, their self-efficacy, and English instructors’ teaching ability as perceived by the students. The study used the data of the Gyeonggi Education Longitudinal Study (GEPS), which provides 4,240 high school students’ survey responses collected three times over the course of three years. Only the data related to English teachers and subjects were analyzed for the purposes of this study. Latent Growth Modeling (LGM) analysis was conducted using Structural Equation Modeling (SEM), and the final model was decided after examining each variable’s LGM. According to the results, students showed improvements in their self-efficacy and English achievement over time, albeit to a small degree in the case of the former, while they perceived a decrease in their English teachers’ teaching ability in their third year. In addition, the perceived teaching ability of English instructors had a positive influence on freshmen’s self-efficacy and performance in the English subject. Such effects, however, were not found among the students in their second and third year. Further investigation revealed that the perceived teaching ability of English instructors contributed to improvement in the students’self-efficacy, which, in turn, benefited their academic achievement in the subject of English. Again, such observances were limited to first-year students. The findings of this study suggest that greater teaching ability can effectuate higher self-efficacy and English achievement among high school students, and that a surge in the students’ self-efficacy can bring about positive changes in their English achievement. This highlights the need for greater policy-wise interest in ameliorating high school instructors’ teaching ability and promoting students’ self-efficacy development.