A Longitudinal Relationship between Teachers' Perceptions of Innovative Climate, Teacher Efficacy, and Curriculum Literacy

Purpose: The purpose of this study was to analyze the longitudinal relationships between elementary school teachers' perceptions of innovative climate, teacher efficacy, and curriculum literacy, as well as the changes in these perceptions over time. Methods: To examine the longitudinal relationship between teachers' efficacy as a mediator between innovative climate and curriculum literacy, data from the KTLS(Korean Teacher Longitudinal Study) from 2021 to 2023 were analyzed using a parallel process latent growth model. Results: First, over time, both teacher efficacy and curriculum literacy gradually increased, while the innovative climate increased then decreased. Second, the variables showed a better fit in the linear-growth model compared to the no-growth model, so the linear-growth model was adopted. Third, the higher the initial value of a variable, the slower the increase. The initial value of the innovative climate had a significant effect on the initial values of teacher efficacy and curriculum literacy, and the initial value of teacher efficacy had a significant effect on the initial value of curriculum literacy. Additionally, the linear growth rate of the innovative climate had a significant impact on teacher efficacy. However, the initial value of teacher efficacy negatively affected the linear growth rate of curriculum literacy. Fourth, the initial value of the innovative climate had a significant effect on the initial value of curriculum literacy through the initial value of teacher efficacy. The initial value of teacher efficacy showed a significant negative mediating effect on the path from the initial value of the innovative climate to the linear change rate of curriculum literacy. Conclusion: First, the innovative climate initially increased and then decreased, while teacher efficacy and curriculum literacy increase linearly over time. Second, the initial values of the innovative climate and teacher efficacy have a static influence on the initial value of curriculum literacy, and the initial value of teacher efficacy has a negative influence on the rate of change in curriculum literacy. Third, teacher efficacy serves as a mediator in the relationship between the innovative climate and curriculum literacy. Based on these research findings, it is suggested that continuous motivation for teachers and the provision of learning opportunities are necessary.