<차 례>

Ⅰ. 서론
1. 연구의 필요성 및 목적 ·····························································3
2. 연구 내용 ··················································································5
3. 연구 방법 ··················································································6
4. 연구의 제한점 ·········································································13

Ⅱ. 교사 인플루언서의 개념적 특성 탐색
1. 인플루언서 관련 문헌분석 ······················································17
2. 교사 인플루언서의 특성: 일반 인플루언서와의 비교 ·············30
3. 해외 연구 및 교사 인플루언서 활동 사례 ·····························36
4. 국내 연구 및 교사 인플루언서 활동 사례 ·····························46
5. 요약 및 시사점 ·······································································52

Ⅲ. 교사 인플루언서의 활동 실태 조사
1. 교사 인플루언서의 현황 및 실태 ···········································59
2. 설문조사에서 나타난 교사 인플루언서의 활동 ·······················76
3. 면담조사에서 나타난 교사 인플루언서의 활동 ·······················89
4. 요약 및 시사점 ·····································································114

Ⅳ. 교사 인플루언서의 영향 분석
1. 설문조사에서 나타난 교사 인플루언서의 영향 ·····················121
2. 면담조사에서 나타난 교사 인플루언서의 영향 ·····················141
3. 요약 및 시사점 ·····································································158

Ⅴ. 종합논의 및 정책 제언
1. 종합논의: 교원정책에 주는 시사점 ······································165
2. 정책 제언 ·············································································172
3. 전체 요약 및 결론 ·······························································189

참고문헌··································································································197

Abstract··································································································205

부 록
[부록 1] 교사 인플루언서 현황 ·················································213
[부록 2] 면담조사 질문 리스트 ·················································224
[부록 3] 설문조사 질문 리스트 ·················································226
[부록 4] 교사 인플루언서 및 팔로워 설문조사 결과 ················239