정신지체학교 교사의 과학교수 효능감과 과학에 대한 태도의 관계 분석 = Analysis of correlation between Teacher`s science teaching efficacy and attitude toward science at school for mentally challenged student

다국어 초록 (Multilingual Abstract)

This study examined Teacher`s science teaching efficacy and attitude toward science at school for mentally challenged student and also examined whether there was a meaningful difference according to background variables(gender, academic background, certificate, duty organ, teaching experience, experience of science education training) and the correlation between science teaching efficacy and attitude toward science. Following is the result and argument of survey conducted by 127 teachers from school for mentally challenged student. Based on this conclusion, several suggestions for follow-up study are as follows. Firstly, the STEBI is targeting elementary teachers instead of middle school science teachers, so the attribute or special characteristics are not reflected enough. Accordingly, the development of research tool is necessary to explain science teacher behavior and understand science teaching efficacy. Secondly, the result of this study is contrary to the existing one that female shows more positive attitude, so follow-up study is necessary to examine several variables influencing this result. Thirdly, regarding the result that whether teachers have science teaching training or not influences the attitude toward science, there should be detailed analysis research on the effect of each training program. This study examined Teacher`s science teaching efficacy and attitude toward science at school for mentally challenged student and also examined whether there was a meaningful difference according to background variables(gender, academic background, certificate, duty organ, teaching experience, experience of science education training) and the correlation between science teaching efficacy and attitude toward science. Following is the result and argument of survey conducted by 127 teachers from school for mentally challenged student. Based on this conclusion, several suggestions for follow-up study are as follows. Firstly, the STEBI is targeting elementary teachers instead of middle school science teachers, so the attribute or special characteristics are not reflected enough. Accordingly, the development of research tool is necessary to explain science teacher behavior and understand science teaching efficacy. Secondly, the result of this study is contrary to the existing one that female shows more positive attitude, so follow-up study is necessary to examine several variables influencing this result. Thirdly, regarding the result that whether teachers have science teaching training or not influences the attitude toward science, there should be detailed analysis research on the effect of each training program.