An Analysis on the Relationship between the Characteristics of Seoul's Innovative Autonomous School and Teacher Efficacy

Abstract

Purpose: The purpose of this study was to investigate the complex relationship between teacherefficacy and the characteristics of the Innovative Autonomous School(democratic decision making,teacher learning community, student growth-centered curriculum, principal/administrator leadership,administrative system supporting creative education, support and supervision by the Office of Education,and cooperation of school and community). Methods: A survey was conducted on the perceptions of the teachers at the Innovative AutonomousSchool and path analysis was performed. Results: The research findings are as follows: first, support and supervision by the Office of Educationshowed an indirect effect through administrative system supporting creative education within a schoolon teacher efficacy, democratic decision making, a student growth-centered curriculum, and the teacherlearning community. It could be construed that the support by the Office of Education for schoolautonomy and administrative innovation within the school allowed teachers to focus on their teaching andlearning activities and are major variables affecting teacher efficacy. Second, principal(administrator)leadership showed an indirect effect through the administrative system supporting creative educationwithin a school on teacher efficacy, democratic decision making, student growth-centered curriculum,and the teacher learning community. Principal(administrator) leadership showed a direct effect ondemocratic decision making. The total effect of principal/administrator leadership on democratic decisionmaking was the largest among all pathways. Third, teacher efficacy showed a significant correlationwith democratic decision making, teacher learning community, and a student growth-centered curriculum. Conclusion: Although Innovative Autonomous Schools are similar to Innovative Schools, the formercan be seen as differentiated from the latter in that they actually realize school autonomy and canbe a model for school autonomy.