다문화 교사교육과정을 위한 초등교사의 문화지능 연구

The purpose of this study is to confirm reliability and construct validity of the four factor model of CQS and to examine the relationships between CQ and personal characteristics of elementary school teachers for development of multicultural teacher education curriculum. The subjects of this study were 339 elementary school teachers who had been sampled. The data was applied to confirmatory factor analysis and structural equation model analysis to confirm construct validity by using AMOS 18.0. Reliability analysis and the relationships between CQ and personal characteristics were processed by t-test and ANOVA of SPSS 18.0. The results are as follows: The construct validity and the reliability of CQS were confirmed properly. The CQ level of elementary school teachers was 4.7(SD=1.05) of 7 Lickert scale. Among the personal characteristics of elementary school teachers, foreign language proficiency presented the most meaningful average difference in all four factors of CQ among personal characteristics. The teachers who had international experience more than 1 year presented higher motivational and behavioral CQ than the teachers who did not have any international experience or who had less than 2 weeks international experience. The number of multicultural students of their school presented the meaningful average difference in metacognitive CQ of the teachers statistically. Female teachers presented statistically and meaningfully higher behavioral CQ than male teachers. CQ can be developed by experience and learning. Therefore, this study will give basic data and implications to develop the multicultural teacher education curriculum and program which are designed to improve teachers’ CQ.