초중고 교사들의 정신건강에 대한 연구

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

BackgroundJob burnout is a common mental health problem among primary and secondary school teacher populations, and navigating perceived social support and emotion regulation are recognized as important protective factors. The aim of this study was to explore the relationship between perceived social support, emotion regulation, and job burnout among elementary and secondary school teachers and to provide an in-depth analysis using network analysis and mediation modeling.MethodsA questionnaire was administered to 351 elementary and middle school teachers using the perceived social support Scale, Emotion Regulation Scale and Job Burnout Scale. Network analysis was used to depict the network of associations between the variables, and mediation analysis was used to test the mediating role of emotion regulation between perceived social support and Job Burnout.ResultsThe results of the network analysis revealed that the connections within variables were stronger than those across variables. The core associations between different dimensions included: “family support” and “emotional exhaustion,” “family support” and “depersonalization,” as well as “cognitive reappraisal” and “reduced personal accomplishment.” Family support exhibited the highest Bridging Expected Influence (BEI), is the core hub of the network. The mediation model confirmed the mediating role of emotion regulation, indicating that perceived social support indirectly affects job burnout through emotion regulation. In addition, there were no significant differences in network characteristics between genders or across school stages (elementary vs. middle school).ConclusionElementary and middle school teachers’ perceptions of perceived social support, emotion regulation, and job burnout constitute a dynamic network of associations, with family support and cognitive reappraisal as the core nodes, and emotion regulation mediating the role of perceived social support in alleviating job burnout. The study provides a theoretical basis and intervention target for improving teachers’ mental health by strengthening family support and cognitive reappraisal.

The importance of student assessment in the classroom has been increasing due to recent trends and polices on student assessment, and so has the importance of teachers’ competencies in student assessment. In this study, a self-report scale was developed to measure teachers’ competencies in student assessment. The scale is composed of 18 items including the latest student assessment polices: process-oriented assessment and standard-based achievement assessment system. The survey using the scale was conducted online and a total of 1,307 teachers participated. Among the responses, the responses of 300 teachers’ were used to validate the scale using exploratory factor analysis and confirmatory factor analysis, and those of 1007 teachers’ were used for descriptive statistics to investigate the current state of teachers’ competencies in student assessment. Based on the factor analysis, the scale consists of four factors: administering student assessment (α = 0.919), developing assessment (α = 0.913), ethics and legal process (α = 0.938), and feedback and usage for assessment results (α = 0.876). With the developed scale, teachers’ competencies in student assessment were analyzed according to the school levels, the years of educational experience, and gender. The results showed that elementary school teachers’ competencies were highest in all factors followed by middle school teachers’ and then high school teachers’. Also, there were no meaningful gender differences between the school levels in all four factors. According to the years of educational experience, the longer the teachers have served, the higher they think their competencies are. Regarding the recent student assessment policies, the mean of the items related to the process-oriented evaluation was higher than those related to the standard-achievement evaluation.

Vocal Tract Discomfort Symptoms in Elementary and High School Teachers

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was utilized to assess 76 inservice elementary and middle school teachers from the central Appalachian region. Outcomes from four tasks assessing photosynthesis and respiration concepts are discussed. Findings revealed similarities between non-scientific conceptions the teachers demonstrated and non-scientific conceptions reported in the research literature on elementary and middle school students’ understanding of the concepts. Findings also informed subsequent inservice teacher professional development efforts in life science and the development of a biology course for preservice elementary teachers.

Purpose: This study aimed to explore the potential linkage between unification education and global citizenship education by empirically analyzing the effects of elementary, middle, and high school teachers’ global citizenship education competencies on their perceptions of the need for Korean unification. Methods: An online survey was administered to elementary, middle, and high school teachers nationwide from July 30 to August 4, 2025. After excluding invalid responses, a total of 597 responses were used for analysis. Results: The findings indicated that 55.8% of respondent teachers perceived unification between South and North Korea as necessary, and statistically significant differences were observed in global citizenship education competencies depending on the level of perceived necessity of unification (F = 4.458, p <.05). In particular, teachers who responded that unification is “very necessary” demonstrated significantly higher global citizenship education competencies than those who viewed unification as “somewhat necessary” or “neutral.” Multiple regression analysis further revealed that among the five sub-factors of global citizenship education competencies, only the global citizenship attitude domain significantly predicted teachers’ perceptions of the necessity of unification (β = –0.149, p <.05). Conclusion: The results suggest that global citizenship values—such as respect for diverse life forms, environmental conservation, and a sense of responsibility for global issues—may serve as key motivational forces supporting the perceived necessity of unification. These findings highlight the importance of linking unification education with global citizenship education rooted in universal human values and the importance of strengthening teachers’ global citizenship attitudes to promote more active unification education.

Objectives: This study was conducted to investigate the status and need for nutrition and dietary life education among nutrition teachers at schools. These characteristics were analyzed if they were different between elementary schools and middle-high schools. Methods: Subjects were 151 nutrition teachers from 70 elementary schools, 41 middle schools and 40 high schools in 17 cities nationwide selected by two-stage stratified cluster sampling process. Survey questionnaires included the items on general characteristics, status and need assessment for nutrition and dietary life education. Chisquare test or t-test was used for data analysis by school groups. Results: Nutrition education was implemented at 65.7% of elementary schools and 51.9% of middle-high schools. Nutrition education was mainly performed in ‘discretionary activities⋅extracurricular activities’ at elementary school and through ‘newsletters, school homepage, foodservice bulletin board’ at middle-high school (p Conclusions: Nutrition education at schools might be activated by improving working conditions of nutrition teachers and developing the practical programs that reflect the needs of nutrition teachers.

This study aims to find out whether there is significant difference of pedagogical challenge and resilience between English elementary, junior, and senior high school teachers or not; and to find out the correlation between teachers’ pedagogical challenge and teachers’ resilience. This study is quantitative research. Two kinds of questionnaires were administered to find out data about pedagogical challenge and resilience. Sample of this study was 84 English teachers consists 11 elementary schools teachers, 52 junior high schools teachers, and 21 senior high schools teachers. Data was analyzed by using descriptive statistic, t-test significance and Pearson correlation. The findings show that: (1) there is no significant difference of pedagogical challenges between elementary, junior, and senior Islamic school teachers, (2) there is no significant difference of resilience between elementary, junior, and senior Islamic school teachers, and (3) there is no correlation between teachers’ pedagogical challenges and teachers’ resilience.

The acceptability of behavioral and pharmacological interventions for children with attention-deficit hyperactivity disorder (ADHD) among elementary and middle school teachers was examined. Teachers (n = 147) from four suburban school districts read vignettes depicting the use of two behavioral interventions (i.e., daily report and a response cost procedure) and the use of psychostimulant medication in the treatment of ADHD and then rated the acceptability of each. Teachers' ratings of acceptability were examined as a function of knowledge of ADHD and level of teaching experience. Results demonstrated that elementary and middle school teachers each rated daily report as significantly more acceptable than response cost and stimulant medication. Also, teachers rated medication as more acceptable when used in combination with behavioral interventions than when used in isolation. Knowledge of ADHD and years of teaching experience generally were unrelated to ratings of acceptability. Cluster analyses demonstrated that teachers can be differentiated into several profile types with regard to their perceptions of treatment acceptability.

The purpose of this interpretive phenomenological study was to explore how novice middle-school teachers' feelings of autonomy, competence, and relatedness affected their intrinsic motivation to remain teaching at the middle-school level. Although almost a third of all teachers leave the profession in their first 3 years, the few studies that have been conducted on middle schools have indicated that middle-school teachers, especially in urban schools, leave at a higher rate than elementary or high school teachers. Self-determination theory was used as a guide to answer the research question: How intrinsically motivated to stay at the middle-school level do novice teachers feel based on how well their autonomy, competence, and relatedness needs are being met? A small sample of 6 teachers in their first 5 years of teaching middle school was used, and analysis yielded 3 major findings: a) novice middle-school teachers felt a strong sense of individual autonomy but reduced feelings of professional and collegial autonomy; b) novice middle-school teachers felt competent in their knowledge of their subject matter but less competent about teaching and classroom management strategies for which they relied on a trial-and-error approach coupled with formal and informal mentor assistance; and c) novice middle-school teachers found relatedness to be essential to persevering at the middle school level.--Author's abstract

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.

Objectives The purpose of this study is to verify the mediating effect of positive psychological capital in the process of school organizational culture perceived by teachers affecting school organizational effectiveness and school organizational justice in order to improve the competitiveness of school organizations. Methods For this purpose, a total of 502 teachers in elementary, middle, and high schools in Seoul and Gyeongin area were surveyed except for those who did not respond well, and statistical analysis was conducted using SPSS 25.0. After conducting descriptive statistical analysis on the demographic characteristics of the subjects, Baron & Kenny's three-step hierarchical regression analysis was conducted to examine the effects of school organizational culture on school organizational justice and school organizational effectiveness and to examine the mediating effects of positive psychological capital in these relationships.Sobel test was conducted to verify the significance of the mediating effect. Results First, it was found that school organizational culture has a significant positive correlation with school organizational effectiveness and organizational justice. Second, school organizational culture, school organizational effectiveness, school organizational justice, and positive psychological capital had a significant positive effect.Third, positive psychological capital was found to play a partial mediating role in the relationship between school organizational culture, school organizational effectiveness, and school organizational justice. Conclusions Therefore, in order to further grow the school organization, it is necessary to expand the training to understand the differences between the generations, to form mutually cooperative organizational culture, and to improve the positive psychological capital of teachers in order to improve school organizational effectiveness and organizational justice. In order to overcome the difficulties and difficulties of teachers due to heavy work and stress and to improve positive psychological capital for teaching profession, it was confirmed that it is especially important to raise self - efficacy.In the future, it is meaningful that it will have a positive effect on school organizational effectiveness and school organizational justice if a positive school organizational culture is created through systematic support, communication, and cooperation for teachers and a fair school organizational culture in which teachers can lead their own positive psychological capital with self-esteem.

One purpose of this study was to test a model of a collective teacher culture (CTC) proposed by Skaalvik and Skaalvik (Skaalvik and Skaalvik, Social Psychology of Education 24:1389–1406, 2021). In this model, a second-order CTC variable was indicated by four first-order variables: positive and supportive social relations with colleagues, collective teacher efficacy, shared goals and values, and value consonance. A second purpose was to test how a CTC was associated with teachers’ perceptions of the school goal structure (learning and performance goal structures). A third purpose was to explore relations between the two dimensions of the school goal structure, CTC, teacher self-efficacy, and teacher engagement. Participants in the study were 1145 teachers in elementary school, middle school, and high school. The data were analyzed by means of confirmatory factor analyses and SEM analysis. The factor analyses supported the proposed model and revealed that a CTC was positively and strongly associated with a learning goal structure and positively and moderately associated with both teacher self-efficacy and teacher engagement. In contrast, a CTC was negatively associated with a performance goal structure. A learning goal structure was also positively associated with teacher self-efficacy and engagement. In the SEM model, CTC partly mediated the associations between a learning goal structure and teacher self-efficacy and engagement.

The impact of job demands, climate, and optimism on well-being and distress at work: What are the mediating effects of basic psychological need satisfaction?

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.