정신지체학교의 학교안전사고실태와 교사의 교육활동과의 관계 = A Study on the Relationship between Current Status of School Safety Accidents at Schools for Students with Mental Retardation and Teacher's Educational Activities

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate the relationship between current status of school safety accidents at schools for students with mental retardation and teacher's educational activities. Teachers at schools for students with mental retardation across the nation were recruited for this study by sampling 6 schools. A total of 132 teachers participated in this study by responding to a questionnaire by visiting and mail. A general quality of the research object classified by gender, possessing qualifications, classes, and educational career.
The questionnaire consisted of two parts: (a) fifteen items regarding the current status of school safety accidents experienced by students and teachers, respectively; (b) five items about the relationship between current status of school safety accidents and teacher's educational activities. Data were collected from Sep. 26 through Oct. 29 in the fall of 2010 academic year.
The results of this study were as follows;
First, about 70% of teachers at schools for students with mental retardation had the experience of school safety accidents. It was reported that such school safety accidents most frequently occurred in classrooms at transition periods primarily as a result of problem behaviors of students with mental retardation. Also the accident ratio reveals higher to middle school students and most of them were boys. The major types of injuries from school safety accidents included skin damage, bruise, and bone fracture. It was also reported that 84% of teachers had been experienced students' aggressive behavior and that 38.6% of teachers had been injured by students. The accidents ratio reveals higher to teachers who have educational career less than 5years and middle school classes. The major types of injuries from school safety accidents included skin damage, bruise, and bone fracture and the duration for treating such injuries in the hospital was less than a month.
Second, the violation of professional rights of teachers by school safety accidents occurred higher to more teaching experienced teachers than new teachers and they asserted actively that modifying educational activities. They were most worried about school safety accident during field study. Half of the teachers had the experience of avoiding normal educational activities due to possibilities of school safety accidents.
Teachers indicated that educators, administrators, parents, and students should collaborate with one another and perform their own roles in preventing school safety accidents.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 4
• 1. 학교안전사고의 개념 및 유형 4
• 2. 학교안전사고에 대한 교원의 책임 7
• 3. 학교안전사고와 교권에 대한 고찰 9
• 4. 정신지체학교 안전사고 사례 14
• Ⅲ. 연구 방법 17
• 1. 연구 대상 17
• 2. 연구 도구 18
• 3. 연구 절차 20
• 4. 자료 처리 21
• Ⅳ. 연구 결과 및 논의 22
• 1. 정신지체학교 안전사고 발생 실태에 대한 분석 22
• 2. 학생들의 공격행동에 따른 교사의 학교안전사고 경험 32
• 3. 학교안전사고가 교사들의 교육활동에 미치는 영향 37
• Ⅴ. 결론 및 제언 43
• 1. 결론 43
• 2. 제언 44
• 참고문헌 45
• 영문초록 47
• 부록 49