특수교사 교육과정 이해도, 만족도 및 실천력의 구조 분석 = A Structural Analysis of Special Education Teachers’ Curriculum Understanding, Satisfaction, and Enactment

다국어 초록 (Multilingual Abstract)

Purpose This study was conducted to derive implications for improving the quality of implementing the given curriculum in special education through a structural analysis of nationally documented factors such as curriculum understanding, satisfaction, and awareness and practice of curriculum implementation.
Method To derive a structural model among the three factors of special education teachers’ curriculum understanding, satisfaction, awareness and practice, a structural equation model (SEM) was conducted using the R lavaan statistical program.
Results Using the responses of a total of 549 special education teachers who participated in the survey, a structural analysis of curriculum understanding, satisfaction, awareness and practice was conducted. The results showed that the full mediation model was not verified, and the partial mediation model verified the appropriateness of the structural model. In other words, curriculum understanding was revealed to be the strongest factor influencing awareness and practice of curriculum implementation. However, there were no significant relationships between curriculum understanding and curriculum satisfaction, or between curriculum satisfaction and awareness and practice of curriculum implementation.
Conclusion Understanding the curriculum was found to be the most important factor in shaping awareness and implementation of the curriculum, while satisfaction with the curriculum did not significantly impact actual implementation. These findings led to discussion and suggestions.