The Relationship among Practical Teaching Competence, Theoretical Teaching Competence, and Teaching Efficacy of Practical Arts (Technology and Home Economics Education) Teachers

Abstract

Corresponding Author: EunJeung Kim Joongdong Middle School, 37, Ilwonno 8-gil, Gangnam-gu, Seoul, Republic of Korea Tel: +82-70-7092-9341 Fax: +82-2-445-9882 E-mail: [email protected] Abstract This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher’s age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.