School Culture, Self-Efficacy, Outcome Expectation, and Teacher Agency toward Reform with Curricular Autonomy in South Korea: A Social Cognitive Approach

Autor/in	Min, Mina
Titel	School Culture, Self-Efficacy, Outcome Expectation, and Teacher Agency toward Reform with Curricular Autonomy in South Korea: A Social Cognitive Approach
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 4, S.951-967 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1626218
Schlagwörter	School Culture; Self Efficacy; Foreign Countries; Curriculum Development; Faculty Development; Professional Autonomy; Social Cognition; Elementary School Teachers; Teacher Administrator Relationship; Teacher Collaboration; Teacher Attitudes; Teacher Student Relationship; Expectation; South Korea + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Self-efficacy; Selbstwirksamkeit; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Berufsfreiheit; Soziale Kognition; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Expectancy; Erwartung; Korea; Republik
Abstract	This survey study investigated structural relationships among school culture, self-efficacy, and outcome expectation, and teacher agency development toward the national curriculum reform in South Korea, employing Social Cognitive Theory (SCT). Specifically, focusing on school culture as an environmental factor and teacher self-efficacy and outcome expectation as two different personal determinants, as per Bandura's model, this study aims to examine how these factors influence Korean teachers' agency development towards the national curriculum reform that has enhanced autonomy on them. In all, 605 elementary school teachers' data were analyzed using structural equation modeling analysis with phantom model approach. Findings indicated that the school culture fostered by supportive teacher-principal and teacher-teacher relationships directly influenced individual teachers' agency over either school- or classroom-level curriculum. In addition, teachers' self-efficacy and outcome expectation both directly influenced their agency towards reform for enhanced autonomy and mediated associations between school culture fostered by supportive teacher-student relationships and teacher agency to exercise curricular autonomy within their classrooms. The paper gives implications applying these findings, considers the utility of SCT in the Korean context, and covers limitations and future research ideas. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01