특수교육의 총체적 질 관리에 대한 특수교사의 인식 = (A) study on elementary special teacher' perception of the total quality management of the special education

국문 초록 (Abstract)

특수교육에 대한 총체적인 질 관리의 발전 인식을 연구하여 더불어 살아가는 인간중심의 올바른 특수교육과 특수교육의 역동적 실체를 인식하며 특수교육의 제반 교육적 가치를 창출하고 특수교육의 질을 제고할 뿐 아니라 새로운 발전과 도약을 위해 변화 할 수 있는 계기를 마련하고자 한다.
이 연구의 목적은 특수교육의 총체적 질 관리에 대한 인식을 알아보는 데 있었다.
본 연구의 목적을 달성하기 위한 구체 연구문제는 다음과 같다.
첫째, 특수교육에 대한 총체적 질 관리 요인은 무엇이며 요인에 대한 특수교사들의 반응은 어떠한가?
둘째, 특수교육에 대한 총체적 질 관리의 요인별 특수교육 교사들의 인식은 어떠한가?
연구 대상은 특수학교에 근무하는 특수교사와 특수학급담당 특수교사, 일반통합학급교사들 100명 이었다. 연구 결과 특수교사의 총체적 질 관리에 대해 대체로 만족하는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to make a theoretical foundation of Total Quality Managementn the special education elementary school. And to see how TQM is implemented to the special education elementary school special teachers coangzoo and chenla nam do through the survery. For this purpose, the concept and the history of as well as the status of special education educational administration was examined. Along with that, the theories and supervising system were investigated and the effective factors were analyzed. 90 Elementary special Teacher' perception. for special education elementary school special teachers the With this theoretical foundatio special education elementary school teachers were surveyed to find out the present status. The conclusion of this study through the sampling could be summarized as follows
First, out of ten factors, the five factors - 'participation of the members', 'The reflection of the special educational demanders' need', 'the devotion of the members', 'setting up and co-holding the goal', 'performances of quality special education were above average of 3.35. It means that special teachers thought TQM was well operated on the whole. While the factor of 'the devotion of the members' handicapped children got the highest points, the factor of 'effective rewarding system' got the lowest. The special education elementary teachers felt that there were little understanding and reward, in spite of their voluntary hard-working.
Second, analyzing the recognition gap about TQM between male and female special education elementary teachers there were notable differences in the factors of 'the leadership of quality special education elementary and 'the performance of good quality'. Male special education elementary teachers had a higher awareness for TQM than female special education elementary teachers. Although male teachers got higher average points than female teachers, there were significant differences.
The result of the investigation about the recognition gap according to the special teachers' position showed there is no significant differences. However, in the factor of 'the leadership of good quality', 'devotion of the members', special 'educational system for speciality' the results showed substantial gap between master special teachers and ordianary special education elementary teachers; the former gave TQM a better evaluation that the latter did.
According to academic ability, the recognition gap was follows; university graduate got average 3.75, junior college graduates got average 3.37 and master got average 3.67, which was the highest. Posttest that was performed after survey indicated that there was the significant differences.
There were significant differences among national special education elementary schools, cooperating primary schools to coangzoo and chenla nam do national university of special education ordinary public special education elementary schools, private primary schools, which laid open by looking over the differences of the recognition on TQM. In case of national special education elementary schools, all factors had the highest satisfaction but the factor of 'effective rewarding system' . Though cooperating special education elementary schools to coangzoo and chenla nam do national university of special education are public schools, the teachers in them were generally satisfied with all factors, unlike there is public special education elementary schools, Ordinary public special education elementary special teacher' schools showed relatively low satisfaction in all the factors. Private special education elementary schools indicated almost the same results as ordinary public special education elementary schools except that the factors of 'the reflection of the special educational demanders' need' and 'the devotion of the members' had relatively higher points than the other ones. These conclusions may verify that private special elementary schools are in less then adequate conditions.

목차 (Table of Contents)

• 국문초록
• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 특수교육과 총체적 질 관리의 이론 = 4
• 2. 특수교육의 총체적 질 관리의 전략 체제 요인 = 11
• 3. 선행연구 개관. = 29
• Ⅲ. 연구방법 = 30
• 1. 연구 대상 = 30
• 2. 조사 도구 = 30
• 3. 연구 절차 = 32
• 4. 자료 처리 = 32
• Ⅳ. 연구 결과 = 33
• 1. 총체적 질 관리에 대한 요인별 특수교사의 인식 분석 = 33
• 2. 총체적 질 관리에 대한 문항별 특수교사의 인식 분석 = 37
• Ⅴ. 결론 및 제언 = 47
• 1. 결론 = 47
• 2. 제언 = 48
• 참고문헌 = 51
• ABSTRACT = 52
• 부록 = 55