통합교육 환경에서의 ADHD 증상 학생에 대한 고등학교 교사의 태도에 관한 실증 연구 = An Empirical Study on the Attitude of High School Teachers toward Students with ADHD Symptoms in Integrated School Environment

국문 초록 (Abstract)

ADHD는 주의력 결핍 과잉활동 장애증상으로 행동 및 학업성과에서 어려움을 불러일으키는 흔한 장애로 알려져 있다. ADHD 증상을 보이는 학생들 중에서도 특히 실업계 고등학교에 다니고 있는 학생들은 직장생활로의 전환과 직무관련 추가 학습을 지원할 수 있는 프로그램이 필요하다. 본 연구는 태도와 주관적 규범이 의도의 핵심 선행요인이라는 합리적 행동이론을 이론적 기반으로 설정하고, 실업계 고등학교 교사들의 ADHD 증상학생에 대한 긍정적 지도의지에 영향을 미치는 요인들을 분석하는데 목적이 있다. 202명의 현직 실업계 교사들을 대상으로 한 설문조사결과를 바탕으로 분석한 결과, 태도와 주관적 규범은 10% 유의수준에서 통합 교육의도에 다소 약한 영향을 미치며 태도는 다시 자기효능감에 의해 통계적으로 유의한 영향을 받는 것으로 나타났다. 촉진조건과 ADHD에 대한 지식수준도 자기효능감에 영향을 미치는 요인으로 분석되었지만, 통합교육에 대한 부담은 10% 정도의 유의수준에서 자기효능감에 상대적으로 약한 영향을 미치는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

ADHD is a common disorder known to be associated with behavioral and academic difficulties. Students with ADHD, specially enrolled in vocational high schools, need programs to help them make transitions to the working world and to re-engage with further learning. Teachers are frequently expected to implement and support treatments for students with ADHD, and attitude toward students with ADHD may influence their support of these treatments as well as academic and behavioral outcomes of students with ADHD. In this study, we developed a research model based upon theory of reasoned action(TRA) to investigate the factors influencing the intention to provide inclusive teaching services to students with ADHD in vocational high schools. Based on 202 survey responses from high school teachers, we show that attitude and subjective norm marginally (p - value ≤ 10%) motivate teachers to provide inclusive classroom services, and attitude is directly influenced by self-efficacy. It was also confirmed that facilitating condition and knowledge level about ADHD are the antecedents of self-efficacy. But contrary to our expectation, burden for inclusive services has significant impact on self-efficacy, only at 10% significance level.

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