특수체육 교사의 교육환경이 생활지도 효능감 및 대인관계 능력에 미치는 영향 = The Influence in Special Physical Education Teachers’ Educational Environment upon the Guidance Efficacy and the Interpersonal Relationship Ability

다국어 초록 (Multilingual Abstract)

ABSTRACT
The Influence in Special Physical Education Teachers’ Educational Environment upon the Guidance Efficacy and the Interpersonal Relationship Ability

Oh, Yearim
Major in Physical Education
Graduate School of Education
Gangneung-Wonju National University

The purpose of this study was to understand teachers’difficulties in physical, psychological, and emotional educational environments and to examine what about an effect on the guidance efficacy and the interpersonal relationship ability through clarifying the influence in special physical education teachers’educational environment upon the guidance efficacy and the interpersonal relationship ability. A population was established focusing on teachers who have the experience of teaching the physical education curriculum or who are instructing.
With regard to the subjects of this study, a population of 250 people was set centering on teachers who have the experience of teaching the physical education curriculum or who are instructing at a special school and a special class, a special education institution where are located in the country. And then, the survey was conducted through the questionnaire. Materials of 216 people were finally used. As a result of the analysis by using PC/SPSS ver. 26.0 for Windows as a statistical program, the following conclusions could be drawn.
Summarizing the outcomes of this study, they are as follows.
First, in consequence of parsing a difference in the educational environment, the guidance efficacy, and the interpersonal relationship ability according to the demographic characteristics of special physical education teachers, the educational environment was indicated to have a difference in gender, age, academic background, and teaching career. It was seen that there is a difference in all the demographic characteristic variables with the guidance efficacy in gender, age, academic background, teaching career and with the interpersonal relationship ability in gender, age, academic background, teaching career.
Second, in the analysis of the influence in special physical education teachers’educational environment upon guidance efficacy, the general behavioral guidance depending on educational environment appeared to have a significant effect on the physical environment and the emotional environment. Problematic behavioral guidance is being seen to have a meaningful impact on emotional environment. The student understanding and the counseling activity are being indicated to have a significant influence upon both the physical environment and the emotional environment.
Third, in the analysis of the influence in special physical education teachers’educational environment upon interpersonal relationship ability, a meaningful impact is being seen on the physical environment and the emotional environment by satisfaction according to educational environment, on the emotional environment by understanding about emotion, on the emotional environment by communication, and on the emotional environment even by openness.
Fourth, in the analysis of a causal relationship among special physical education teachers’educational environment, guidance efficacy and interpersonal relationship ability, the educational environment was proved to have a direct impact on the guidance efficacy and the interpersonal relationship ability. Guidance efficacy was indicated to have a direct effect on the interpersonal relationship ability.

목차 (Table of Contents)

• 목 차
• ABSTRACT ⅰ
• 표 목차 ⅵ
• 그림 목차 ⅶ
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구목적 4
• 3. 연구모형 및 변인 4
• 4. 연구가설 5
• 5. 용어의 정의 7
• 6. 연구의 제한점 8
• Ⅱ. 이론적 배경 9
• 1. 특수체육교사 9
• 2. 교육환경 10
• 3. 생활지도 효능감 13
• 4. 대인관계 능력 15
• Ⅲ. 연구방법 18
• 1. 연구설계 18
• 2. 연구대상 18
• 3. 조사도구 19
• 4. 설문지 타당도 및 신뢰도 22
• 5. 자료분석 27
• Ⅳ. 연구결과 28
• 1. 인구통계학적 특성에 따른 교육환경, 생활지도 효능감, 대인관계 능력의 차이 28
• 2. 교육환경과 생활지도 효능감, 대인관계 능력의 상관관계분석 34
• 3. 특수체육 교사의 교육환경이 생활지도 효능감에 미치는 영향 35
• 4. 특수체육 교사의 교육환경이 대인관계 능력에 미치는 영향 37
• 5. 교육환경과 생활지도 효능감 및 대인관계 능력의 인과관계 41
• Ⅴ. 논의 43
• 1. 인구통계학적 특성에 따른 교육환경, 생활지도 효능감, 대인관계 능력의 차이 분석 43
• 2. 특수체육 교사의 교육환경이 생활지도 효능감에 미치는 영향 분석 50
• 3. 특수체육 교사의 교육환경이 대인관계 능력에 미치는 영향 분석 51
• 4. 교육환경과 생활지도 효능감 및 대인관계 능력의 인과관계 분석 52
• Ⅵ. 결론 및 제언 55
• 1. 결 론 55
• 2. 제 언 56
• 참고문헌 57
• 부 록 66