중등 현직 수학교사와 중등 예비 수학교사의 수학 학습동기 유발 효능감 비교 연구

초록

This study compared the mathematics motivating efficacy between secondary in-service and pre-service mathematics teachers, with particular attention to whether group differences varied across types of motivating strategies. Data were collected from 143 in-service and 86 pre-service secondary mathematics teachers using the Motivating Efficacy Scale for Mathematics Teachers (MESMT). Confirmatory factor analysis confirmed a 21-item structure comprising four subfactors: providing successful experiences, eliciting attention and engagement, creating mathematics context-based relevance, and providing extrinsic rewards. Independent samples t-tests were then conducted at both the subfactor and individual item levels. The results showed that in-service teachers had higher mean scores than pre-service teachers across all four subfactors, but a statistically significant difference emerged only in the efficacy for providing extrinsic rewards, although the effect size was small (d=0.281). This difference, however, did not remain significant after correction for multiple comparisons and after controlling for background variables. At the item level, among the six items that differed significantly, in-service teachers scored higher on five items related to practice-based strategies, whereas pre-service teachers scored higher only on the item concerning helping students attribute their success to their own effort and ability. Only one item—maintaining consistency in the difficulty of tasks and assessments—remained significant after correction for multiple comparisons, and no item remained significant when background variables were additionally controlled. The mathematics context-based relevance subfactor showed the lowest mean efficacy in both groups. These findings suggest that mathematics motivating efficacy may not be uniformly higher or lower across all domains depending on whether teachers have classroom experience, but may instead form differently depending on the nature of the motivating strategy and the teaching task. This study suggests that mathematics teacher preparation and in-service professional development should be designed to strengthen strategy-specific competencies, particularly by providing opportunities to connect theoretical knowledge with practical classroom implementation.

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