장애학생 교수에 대한 초등 통합학급 교사의 교사효능감과 교수적 수정에 영향을 미치는 변인 분석

다국어 초록 (Multilingual Abstract)

Analyses of Variables influencing on teacher's efficacy and instructional adaptation in elementary integrated classes for students with disabilities

Eom, Mi-Ae
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Bang, Myong-Ye, Ph. D.

<Abstract>
The purpose of this study was to investigate variables influencing on teacher's efficacy and instructional adaptation in integrated classes of elementary schools for students with disabilities, and to analyze the correlation between teacher's efficacy and the instructional adaptation. The data of the study were collected from on 200 teachers in integrated classes of 35 elementary schools with specialized classes established. The schools were sampled from 10 provinces and metropolitan cities based on a cluster-convenience sampling method. The questionnaire format (containing 18 question items) from Kim(2002) was used for the teacher's efficacy. It had been modified by her to be suitable for teachers in integrated classes in Korea. The questionnaire format from Gyung(2007) was modified and used for the instructional adaptation. It had been developed by her for the instructional adaptation of teachers in ordinary classes with disabled students. The techniques used in this study are regression analysis and Pearson's product-moment correlation analysis.
The results of the study were as follows:
First, the regression model on variables influencing on the teacher's efficacy was analyzed to be statistically significant, and the variables affecting the efficacy with statistical significance were found out to be teacher's experience years and frequency of discussion with teachers in specialized classes. Whereas, the variables such as sex and education hours related to specialized classes were found out to be insignificant for the teacher's efficacy.
Second, the regression model on variables influencing on the instructional adaptation was analyzed to be statistically significant, and the variable affecting the instructional adaptation with statistical significance was only teacher's experience years in integrated classes. In contrast, the remaining variables such as sex, education hours related to specialized classes, and frequency of discussion with teachers in specialized classes were estimated to be insignificant for the instructional adaptation.
Third, the correlation between the teacher's efficacy and the instructional adaptation in integrated classes of elementary schools for students with disabilities was analyzed to be significantly high.
Based on the above results, it can be concluded that only experience years in integrated classes was the variable influencing on both the teacher's efficacy and the instructional adaptation significantly. Thus, it is recommended that the opportunity to experience integrated education should be provided to as many teachers as possible through establishing a proper institutional framework.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 4
• Ⅱ. 이론적 배경 5
• 1. 통합교육의 이해 5
• 2. 통합학급 교사의 교사효능감 8
• 2. 교수적 수정 11
• Ⅲ. 연구방법 20
• 1. 연구대상 20
• 2. 측정도구 21
• 3. 연구절차 24
• 4. 자료처리 25
• Ⅳ. 연구결과 26
• 1. 장애학생 교수에 대한 통합학급 교사의 교사효능감 26
• 2. 장애학생 교수에 대한 통합학급 교사의 교수적 수정 30
• 3. 교사효능감과 교수적 수정의 상관관계 35
• Ⅴ. 논의 및 제언 36
• 참고문헌 41
• 영문초록 49
• 부 록 52