정신지체교육 교사의 직무수행능력에 대한 인식수준

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide information which is helpful to nurture beginning special education teachers for the mentally retarded and training the special educators in school now, by investigating the level of perception on performance of the teachers for the mentally retarded in aspect of gender of teachers, antecedents and types of course in education career.
The subjects of this study selected 152 special teachers for the students with mental retardation in Seoul, Kyounggi, and Kyoungsang north and south province, and the list of knowledge and skill base(2003), which was developed by CEC. The conclusions by replied questionnaire are as follows;
First, as for the perception of significance of their career in schools, special teachers for the mentally retarded showed that there are no difference in gender. However in a sphere, female teachers acknowledge their language and instructional planning more importantly than those of male teachers. Furthermore, as for assessment of their performance male teachers recognize it more importantly than those of female teachers and acknowledge the foundations of special education highly than those of their opposite.
Second, as for the significance of the jot-site, among the teachers for the mentally retarded, in general, the ones which have antecedents for more than 5 to below 10 years recognize most highly. In a sphere of development and characteristics of learners, the teachers with antecedents for more than 10 years have relatively high recognition, and as for instructional planning, learning environments and social interactions, and instructional strategies, the teachers with antecedents for more than 5 to below 10 years show that they have relatively high recognition. And as for their professional performance degree, in all spheres, the more antecedents they have, the more highly their duty management competence degree was estimated.
Third, as for the significance of the jog-site on performance, according to the types of course, teachers for the mentally retarded showed that the elementary school teachers have high recognition on the foundations of special education, development and characteristics of learners, and language sphere, and the secondary school teachers have relatively high level of perception on instructional strategies and individual learning differences. And teachers for the mentally retarded didn't showed the meaningful differences according to their types of course, in the perception of performance.
In conclusion, some suggestions which are made in order to raise performance of the teachers for students with mental retardation are as fallow;
First, teachers for the mentally retarded showed the meaningful differences in level of perception of the significance of the job-site, about performance according to their antecedents and types of course in educational career. Therefore, these differences of the perception should be considered and reflected positively in the plans to nurture the beginning teachers and to train the teachers in school now. And teachers for the mentally retarded need to raise their performance which are necessary for them.
Second, special education standard devised by CEC is suggested as the international standard, however it was developed under the special education circumstance and teacher training institution of America. Thus there can be some restrictions to apply to our institutional and cultural environments. There is a research on performance of teachers for the mentally retarded in Korea, but it is so old that it has limitation to reflect the changing circumstance of special education. Therefore, it is required to develop the unique standard which is appropriate to our realistic environment.
Third, the subjects of this study are only the teachers in the schools for the mentally retarded in Soeul, Kyounggi, and Kyoungsang north and south province, thus there exists some restrictions to generalize the results as the perception of nationwide teachers for the student with mental retardation.
Therefore, further study which is conducted covering more various aspects such as nationwide sampling, specialized or nonspecialized teachers in education for learners with mental retardation, and the degrees of learners' disorder and methodological study is needed, which is helpful to enhance the duty management competence that is directly related to the realistic circumstance in Korea.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 정신지체교육 교사의 역할과 자질 = 5
• 2. 정신지체교육 교사의 직무수행능력 = 9
• 3. 정신지체교육 교사의 전문성 = 15
• Ⅲ. 연구 방법 = 20
• 1. 연구 대상 = 20
• 2. 연구 도구 = 21
• 3. 연구 절차 = 21
• 4. 자료 처리 = 22
• Ⅳ. 연구 결과 = 23
• 1. 성별에 따른 교사의 인식수준의 차이 = 23
• 2. 경력에 따른 교사의 인식수준의 차이 = 31
• 3. 급별에 따른 교사의 인식수준의 차이 = 43
• Ⅴ. 결론 및 제언 = 52
• 1. 결론 = 52
• 2. 제언 = 53
• 참고 문헌 = 55
• ABSTRACT = 58
• 부록 정신지체교육 교사의 직무수행능력에 대한 인식수준 조사 = 61