초등학교 통합학급 교사의 교직관과 교사 효능감과의 관계 = (The) Relationship of an Outlook on Teaching Profession to Teacher Efficacy among Elementary School Teachers in Charge of Integrated Classes

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the outlook of teachers in charge of integrated classes on teaching profession and their teacher efficacy in light of background variables and to determine the relationship of their view of teaching profession to their teacher efficacy, as teacher efficacy might have an influence on the academic achievement of exceptional children. The research questions were posed as below:
First, what is the outlook of teachers in charge of integrated classes on teaching profession?
Second, what is the teacher efficacy of teachers in charge of integrated classes?
Third, what is the relationship between their view of teaching profession and teacher efficacy?
The subjects in this study were 260 teachers who were selected by random sampling from among those in charge of integrated classes in elementary schools in Gimhae, Masan, Changwon and Jinju. A survey was conducted with two different types of questionnaires designed to measure a view of teaching profession and teacher efficacy related to exceptional children respectively. The collected data were analyzed with SPSS program, and statistical data on mean and standard deviation were obtained to identify their outlook on teaching profession and teacher efficacy. And t-test and one-way ANOVA were implemented to track intervariable gaps. And correlational analysis was fulfilled to find out the relationship of their view of teaching profession to teacher efficacy.
The findings of this study were as follows:
First, as for their outlook on teaching profession, the largest group of the integrated class teachers investigated viewed themselves as professionals, and the second greatest group regarded teaching profession as a holy occupation. And the third largest group looked upon themselves as laborers. By background variables, gender, experience of taking college courses in special education, and training experience related to special education made no differences to their outlook on teaching profession, but that was different according to their age, teaching career and educational level. The older teachers put higher value on teaching profession and viewed it as a holy occupation, and the higher-experienced teachers looked upon it as a holy occupation. Specifically, the teachers who graduated from two-year-course colleges had a stronger tendency to regard teaching profession as a holy occupation.
Second, concerning teacher efficacy, their gender, education and experience of taking college courses in special education made no differences to their teacher efficacy, but that varied with age, teaching career and relevant training experience. The older and higher-experienced teachers had a better teacher efficacy, and those who had ever been trained in special education outperformed the others who hadn't.
Third, regarding the relationship between their outlook on teaching profession and teacher efficacy, those who considered teaching profession to be a holy occupation were better at general teaching efficacy, personal teaching efficacy and teacher efficacy. And the teachers who found themselves professionals and put higher value on teaching profession were better at personal teaching efficacy and teacher efficacy.
Based on the above-mentioned findings, the following conclusion was reached:
First, the largest group of the teachers in charge of integrated classes regarded themselves as professionals. Among the background variables, their outlook on teaching profession was different according to age, teaching career and educational level. The older teachers had a higher opinion on teaching profession and viewed it as a holy occupation, and the higher-experienced teachers considered it a holy occupation. Especially, two-year-course college graduates had a higher tendency to regard it as a holy occupation. Therefore, it's required to encourage younger teachers to have a better outlook on teaching profession, and special-education training programs should be designed to inspire teachers with the right view of teaching profession.
Second, the integrated class teachers didn't have a good teacher efficacy. Among the background variables, age, teaching career and relevant training experience made a difference to their teacher efficacy. The older and higher-experienced teachers were better, and the teachers who had ever undergone training in special education outdid the others who hadn't. In order to improve their efficacy, It's required for teachers and administrators to create the condition for the development of their expertise, and extended training opportunities should be provided to younger and less-experienced teachers.
Third, the integrated class teachers who regarded teaching profession as a holy occupation were better at general teaching efficacy, personal teaching efficacy and teacher efficacy. And those who viewed themselves as professionals and put higher value on teaching profession were better at personal teaching efficacy and teacher efficacy. This fact showed that their outlook on teaching profession had close relations to teacher efficacy, and integrated class teachers needed a change of mind-set about teaching profession and should make sustained efforts to be qualified as professionals.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 통합학급 교사의 역할과 교직관 = 5
• 2. 통합학급 교사의 교사 효능감 = 15
• 3. 선행연구 고찰 = 24
• Ⅲ. 연구 방법 = 29
• 1. 연구 대상 = 29
• 2. 연구 도구 = 30
• 3. 연구 절차 = 33
• 4. 자료 처리 = 33
• Ⅳ. 연구 결과 및 해석 = 34
• 1. 통합학급 교사의 교직관 = 34
• 2. 통합학급 교사의 교사 효능감 = 41
• 3. 통합학급 교사의 교직관과 교사 효능감과의 관계 = 48
• Ⅴ. 논의 = 50
• Ⅵ. 요약 및 결론 = 54
• 참고문헌 = 57
• Abstract = 62
• 부록 = 65