Teacher professional development is critical because teachers play a pivotal role in students' positive learning experience in schools. In particular, teachers' systematic class goal-setting practice is important for their performance outcomes such as effective classroom management and student learning. This study investigates the effects of teachers' engagement in class goal-setting activities using strategies derived from Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework as a systematic guideline by exploring the relationship among the four variables: teachers' class goal-setting, their partnership with stakeholders, teacher effectiveness, and student satisfaction. By using Process analysis techniques to estimate the dual mediation model on data from 55 elementary school teachers and their 1790 students, the findings indicate the positive relationship between teachers' systematic efforts for their class goal setting and student satisfaction was fully and sequentially mediated by teachers' partnership activities with the stakeholders and perceived teacher effectiveness. The findings propose the importance of teachers' systematic goal-setting strategies in their classes, which can be developed for professional development opportunities leading to successful performance outcomes. The study also highlights the various indirect effects produced by teachers' engagement in class goal setting. The practical implications of the research as well as theoretical contributions for teachers are discussed.

본고는 교과의 하나인 한문과의 정의・의미・특징을 바탕으로, 교사 차원의 한문 수업 교육목표 및 교육내용 설계에의 시사점을 발견하는 것을 목표로 한다. 이를 위해 먼저 교과 한문과의 정의와 의미를 살펴보고, 이를 바탕으로 교육적 보편성 및 교과적 특수성・맥락의존적・유동적・목적지향적・가치지향적인 특징을 유추하였다. 이를 바탕으로 한문 수업의 교육목표 및 교육내용 설계에의 시사점을 다음과 같이 발견하였다. 첫째, 교육적 보편성과 교과적 특수성을 동시에 고려하여야 한다. 둘째, 학교 교육이라는 구체적 맥락에 존재하는 사회, 학습자의 요구에도 관심을 가져야 한다. 셋째, 기존에 선정된 교육목표 및 교육내용에 대한 검토가 필요하다. 넷째, 핵심 교육목표의 설정이 필요하다. 다섯째, 교육내용에 있어서는 핵심 지식에 대한 구명이 필요하다.