기관운영자의 통합교육 신념과 통합학급교사 지원에 관한 연구

A Study on Administrators" Belief toward Inclusion and the Actual Support Conditions for the Inclusive Classroom"s Teacher

  본 연구의 목적은 초등학교 및 유아교육기관 운영자의 통합교육 신념(통합교육관, 아동관, 교사관)과 통합학급교사 지원에 관한 내용을 분석하는 것으로 초등학교 운영자 345명과 유아교육기관 운영자 198명을 대상으로 하였다. 그 결과 첫째, 유아교육기관 운영자의 통합교육 신념이 초등학교 운영자보다 더 긍정적이었으며, 통합관련 연수경험이 있는 기관운영자들의 통합교육 신념이 더 긍정적이었다. 그리고 통합 학급 운영경험이 있는 기관운영자들의 통합교육 신념이 더 긍정적이었다. 둘째, 초등학교 운영자가 유아교육기관 운영자보다 교사에게 더 많은 지원을 한다고 인식하였다. 그리고 통합학급교사에게 인적자원 확충과 교직원의 인식개선에서 우선 지원이 필요하다고 하였다. 셋째, 기관운영자들은 통합교육 신념수준이 높을 때 대부분의 지원유형에서 통합학급교사에게 더 많이 지원한다고 인식하였다. 넷째, 기관운영자의 통합교육관은 조직풍토, 교육과정, 시간 등의 지원에서, 교사관은 인적자원, 교육 및 훈련 등의 지원에 대한 인식에 영향을 미쳤다.

&nbsp;&nbsp;The purpose of this study was to survey administrators&quot; belief toward inclusion and the actual support conditions for the inclusive classroom‘s teacher in elementary school and preschool. The subjects of the survey were 543 administrators who were working in the elementary schools or preschools(elementary school; 345, preschool; 198) in 2005.<BR>&nbsp;&nbsp;The conclusions of this study are as follows:<BR>&nbsp;&nbsp;1. Administrators had positive belief toward inclusion. But preschool-administrators&quot; belief toward inclusion was more positive than that of elementary administrators. And experienced administrators&quot; belief was more positive than that of non-experienced administrators. Also experienced administrators&quot; belief was more positive than that of nonexperienced administrators.<BR>&nbsp;&nbsp;2. Administrators&quot; perception about the actual support conditions for the inclusive classroom&quot;s teacher in elementary schools, including organizational climate, personnel resource, educational program, in-service training, equipments/supplementary materials, and time were better than that in preschools. And administrators perceived that they needed personnel resource support and perception improvement of personnels first of all.<BR>&nbsp;&nbsp;3. Administrators who had more positive belief toward inclusion perceived that they supplied more support for the teacher than group who had less positive belief.<BR>&nbsp;&nbsp;4. Administrators&quot; belief toward inclusion influenced the perception about the actual support conditions. Expecially administrators&quot; belief toward inclusive education influenced the perception about the actual support conditions including organizational climate, educational program, and time. And their belief toward teachers influenced the perception about the actual support conditions including personnel resources and education/training.