초등 학교 통합 학급 교사의 교사 효능감과 내·외적 변인에 관한 연구 = (A) Study on Teacher Efficacy and Relevant Internal·External Variables among Elementary School Teachers in Charge of Integrated Classes

다국어 초록 (Multilingual Abstract)

The teacher efficacy of teachers in charge of integrated classes is one of the essential elements to affect education of exceptional children. Specifically, that is one of the factors to give a conclusive impact on successful integration. Nonetheless, that hasn't drawn due attention from special education sector, and the purpose of this study was to examine what internal or external factors affected the efficacy of teachers in charge of integrated classes. The subjects in this study were 237 teachers who took charge of integrated classes at schools furnished with special classes in the urban regions in south Gyeongsang province, including Changwon, Kimhae, Masan and Jinju.
The findings of this study were as follows:
First, regarding internal factors, the teachers improved in overall efficacy and general teaching efficacy with age, teaching career and experience of getting relevant training.
Second, among internal factors including gender, age, teaching career, experience of taking special education courses, experience of getting relevant training and experience of educating exceptional children, the experience of taking special education courses exercised the biggest influence on their overall teacher efficacy, followed by experience of educating exceptional children and relevant training experience. By teacher efficacy subfactor, general teaching efficacy was affected by the experience of taking special education courses, and individual teaching efficacy was influenced by the relevant training experience and experience of teaching exceptional children.
Third, among job satisfaction subfactors including interpersonal relations, job in charge, working environment, compensation, expertise, administrative system and acknowledge position, interpersonal relationship and expertise gave an impact on their overall teacher efficacy, and general teaching efficacy was under the influence of interpersonal relationship. Their personal teaching efficacy was most affected by expertise, followed by compensation.
Fourth, among school organizational climates including friendly, committed, laissez-faire, humanistic, target-oriented and bureaucratic behaviors, only the committed behavior gave an impact on overall teacher efficacy and personal teaching efficacy.
Based on the above-mentioned findings, the following conclusion was reached:
First, as those who were older and higher-experienced were better at teacher efficacy, homeroom teachers in charge of integrated classes should be selected primarily based on age and career, and better compensation should be provided to them.
Second, the internal factors to affect their teacher efficacy were experience of taking special education courses, experience of educating exceptional children and relevant training experience.
Teacher training institutes should reinforce special or integrated education to have would-be teachers knowledgeable and improve their teaching ability. And teachers in charge of integrated classes should be given more opportunities to get training, and special education institutes should try to offer intentional training opportunities on a regular basis.
Third, the job satisfaction subfactors to affect their teacher efficacy were interpersonal relationship, expertise and compensation, and this fact indicated that teacher efficacy could improve when teachers try to enhance their teaching ability and expertise and build cooperative, reliable and friendly relations with assistant principals, principals and parents.
Fourth, the only school organizational climate subfactor to affect teacher efficacy was committed behavior. Teachers and principals should make concerted efforts to understand exceptional children and enhance special education, and every school member should try to assist teachers in charge of integrated classes to offer better education to exceptional children with good teacher efficacy.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 연구문제 = 2
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 통합 학급 교사의 교사 효능감 = 4
• 2. 통합 학급 교사 효능감에 영향을 주는 내적 요인 = 13
• 3. 통합 학급 교사 효능감에 영향을 주는 외적 요인 = 16
• 4. 통합 학급 교사 효능감과 내ㆍ외적 요인간의 관계 = 28
• Ⅲ. 연구 방법 = 31
• 1. 연구 대상 = 31
• 2. 연구 도구 = 32
• 3. 연구 절차 = 35
• 4. 자료 분석 = 36
• Ⅳ. 연구 결과 및 해석 = 37
• 1. 통합 학급 교사의 교사 효능감 = 37
• 2. 통합 학급 교사의 내적 요인이 교사 효능감에 미치는 영향 = 41
• 3. 직무 만족도가 통합 학급 교사의 효능감에 미치는 영향 = 45
• 4. 학교 조직 풍토가 통합 학급 교사의 교사 효능감에 미치는 영향 = 48
• Ⅴ. 논의 = 52
• Ⅵ. 요약 및 결론 = 55
• 참고문헌 = 58
• ABSTRACT = 63
• 부록 = 66