특수교사의 발달단계와 교사효능감에 관한 연구 = (A) Study on special teacher's developmental stage and teacher's sense of efficacy

다국어 초록 (Multilingual Abstract)

1. The purpose of this study
This study is to clarify the relation between the special teacher development stage and teacher efficacy. While thinking over the teacher development stage and teacher efficacy, this study is able to educate and train the teachers and is able to offer the basic materials for the meaningful programs and ways to operate the programs.
The followings are the subjects of this study.
First. to clarify the general special teacher development stage.
Second, to clarify the difference, related to teacher-variables, in the special teacher development stage.
Third, to clarify the general standard of the special teacher efficacy.
Fourth, to clarify the difference, related to teacher-variables, in the special teacher efficacy.
Fifth, to clarify the relation between the special teacher development stage and teacher efficacy.
2. The method of this study
The 224 elementary and secondary special teachers in Busan became the objects for this study. To measure the special teacher development stage, the questionnaires, used in 「A Study of The Developmental Stage of Teachers' Competency and Related Factors」(Yoon, Hong-ju, 1996), were revised and reorganized for this study. To measure the teacher efficacy, 「Science Teaching Efficacy Belief Instrument(STEBI)」, developed by Enochs & Riggs(1990), was adapted and amended to make the questionnaires. The collected data were processed by using SPSS Win 10.0
3. The result of this study are summarized as follows;
First, for the special teachers, the development stage that the special teachers usually experience while they are in school is the security and inactivity stage.
Second, in the difference of the development stage related to teacher-variable, the female teachers have low scores in career-breakdown stage and the male teachers have high scores promotion-directed stage. The senior teachers show high scores in mastery stage and the junior show low scores in breakdown stage. The teachers who are over 46 years old have high scores in promotion-directed stage. The teacher who teach for 6 to 10 and over 16 years have high scores in mastery stage. The teachers whose career's are short have low scores in career-breakdown stage. The special teachers who teach children with mental retardation have high scores in mastery stage. The teachers who experienced a lot of training shows high scores in mastery stage. The degree of disabilities and the grade of school make no difference in development stage.
Third, the special teacher's teachers' efficacy is over normal standard.
Fourth, in the difference of the teacher efficacy related to teacher-variable, the male teachers, the senior teachers and more careers who have high scores teacher efficacy(general teaching efficacy add personal teaching efficacy). The degree of disabilities, boundary of disabilities in special teachers who teach children with disabilities, the experience of training and the grade of school make no difference in teacher efficacy.
Fifth, there is the meaningful positive correlation between the special teacher development stage and teacher efficacy. And there is also positive correlation between the subcategories in development stage and the general and personal teacher efficacy except for survival and career-breakdown stage.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 교사발달 = 7
• 2. 교사효능감 = 16
• 3. 교사발달과 교사 효능감 = 20
• Ⅲ. 연구방법 = 22
• 1. 연구대상 = 22
• 2. 조사도구 = 23
• 3. 연구절차 = 27
• 4. 자료처리방법 = 27
• Ⅳ. 연구결과 = 29
• 1. 특수교사의 전반적인 발달단계 = 29
• 2. 교사변인에 따른 특수교사의 발달단계 차이 = 30
• 3. 특수교사의 전반적인 교사효능감 수준 = 41
• 4. 교사변인에 따른 특수교사의 교사효능감 차이 = 41
• 5. 특수교사의 발달단계와 교사효능감과의 관계 = 48
• Ⅴ. 논의 = 53
• 1. 특수교사의 전반적인 발달단계 = 53
• 2. 교사변인에 따른 특수교사의 발달단계 차이 = 54
• 3. 특수교사의 전반적인 교사효능감 수준 = 60
• 4. 교사변인에 따른 특수교사의 교사효능감 차이 = 61
• 5. 특수교사의 발달단계와 교사 효능감과의 관계 = 66
• Ⅵ. 요약 및 결론 = 69
• 1. 요약 = 69
• 2. 결론 = 71
• 참고문헌 = 73
• 부록 = 78
• Abstract =83