특수학교 교사의 효능감 관련 변인 분석

An Exploratory Analysis of Predictors of Teacher Efficacy in the Context of Special Education

The purpose of this study was to explore teachers' job-related environmental variables that have significant relationships with their efficacy in the context of special education. 315 teachers of special schools were asked to respond the Teacher Efficacy Scales for Special and the questionnaire for surveying their demographic information and job related environments. A series of hierarchical multiple regression analyses were used to analyze research data. The major findings of this study were as follows: The first, all teachers' job related environmental variables explained significantly the variance of teacher efficacy(R2=.221. F=8.62: p<.OOl), but their demographic characteristics did not have significant relationship with teacher efficacy(R2=.026. F=2.07: p>.05). The second. Teachers' demographic characteristics did not show significant effects controlling the relationships between all job-related environments and teacher efficacy. These findings imply that teacher efficacy is situation-specific perception rather than personality traits. The third, controlling the effects of teachers' demographic characteristics on teacher efficacy, the strongest effects were found in the category of 'working conditions'(R2= .173, F=21.73: p<.001), followed by 'human environments'(R2=.1l2, F=9.73: p<.OOl), and 'burdens of working'(R2=.036, F-3.86: p<.Ol). Finally, all three variable categories of teachers' job related environments have consistently more effects on 'personal teacher efficacy' than on 'teaching efficacy'. These findings imply that personal teacher efficacy is more situation-specific than teaching efficacy.