보육교사의 배경 변인에 따른 장애유아 통합교육에 대한 교사효능감의 차이

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Difference in the Childcare Teacher's Efficiency about
Inclusive Education of Children with Disabilities According
to the Background Variables of Childcare Teacher

Jo, Eun Suk

Department of Elementary Special Education
Graduate School of Education, Kongju National University

Supervised by Professor Noh, Jina, Ph. D.

The purpose of this study was to determine what background variables of childcare teachers made differences in their efficacy about inclusive education of young children with disabilities when their positive attitudes and teaching skills were very important variables in successful inclusive education.
A questionnaire was made to examine general teachers' general efficacy, personal efficacy, and whole efficacy about young children with disabilities in inclusive classes, and the survey was conducted with childcare teachers residing in South Chungcheong Province. For data analyses, frequency analysis, descriptive statistics, t-test, and one-way ANOVA were carried out, and SPSS WIN 12.0 was used for statistical processing.

From the results of this study, the following conclusions can be drawn.

First, there was no significant difference in childcare teachers' general efficacy about inclusive education of young children with disabilities by their education, teaching career, position, and career of teaching young children with disabilities, and there was no difference in their general efficacy by childcare center type (by properties). In contrast, in terms of childcare center type (by facilities), private childcare facilities generated the highest efficacy, followed by national and public facilities and ones of social welfare corporations, showing significant differences. In terms of class size, general classes showed higher general efficacy about inclusive education of young children with disabilities than inclusive classes, with no difference by class type. In terms of age of children in class, general efficacy about inclusive education of young children with disabilities was highest among four- and five-year-olds, followed by 0, 1, 2, and 3-year-olds.

Second, there was no significant difference in childcare teachers' personal efficacy about inclusive education of young children with disabilities by their education, teaching career, position, and career of teaching young children with disabilities, with no differences in their personal efficacy by childcare center type (by properties). In contrast, as for childcare center type (by facilities), private childcare facilities generated the highest efficacy, followed by national and public facilities and ones of social welfare corporations, showing significant differences. There was no difference in personal efficacy about inclusive education of young children with disabilities by class size, class type, or young children in class.

Third, there was no difference in childcre teachers' general efficacy about inclusive education of young children with disabilities by their education, teaching career, position, and career of teaching young children with disabilities, but with significant differences by childcare center type (both by facilities and properties). As for childcare teachers' general efficacy about inclusive education of young children with disabilities by childcare center type (facilities), private childcare facilities showed higher efficacy than national and public ones, with significant differences; according to childcare center type (properties) for childcare teachers, nurseries showed the highest efficacy, followed by nurseries exclusively for English education and nurseries inclusive of children with disabilities. There was no significant difference in childcare teachers' general efficacy about inclusive education of young children with disabilities by class size or class type; in terms of age of children in class, childcare teachers' general efficacy about inclusive education of young children with disabilities was higher among four- and five-year-olds than among three-year-olds, with significant differences.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 장애유아 통합교육 6
• 2. 장애유아 통합교육에 관련된 교사의 변인 11
• 3. 장애유아 통합교육에 대한 교사효능감 14
• Ⅲ. 연구 방법 19
• 1. 연구 참여자 19
• 2. 연구 도구 21
• 3. 자료 수집 절차 22
• 4. 자료 분석 방법 24
• Ⅳ. 연구 결과 25
• 1. 보육교사의 배경 변인에 따른 일반적 효능감의 차이 25
• 2. 보육교사의 배경 변인에 따른 개인적 효능감의 차이 30
• 3. 보육교사의 배경 변인에 따른 전체 효능감의 차이 35
• Ⅴ. 논의 및 결론 41
• 1. 논의 41
• 2. 결론 및 제언 44
• 참고문헌 47
• ABSTRACT 53
• 부 록 56