특수교사의 교수공학 활용의도에 관한 구조 분석

The Structure Analysis on Behavior Intention of Instructional Technology of Special Education Teachers

본 연구는 특수교사의 교수공학 활용의도에 관한 구조를 분석하고자, 특수학교에 재직 중인 311명의 교사를 대상으로 연구를 실시하였다. 교수공학과 관련된 학교차원의 사회적지지, 동료교사의 사회적지지, 교수효능감, 교수공학 관련 태도를 변인으로 설정하였으며, 구조방정식모델을 사용하여 구조를 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 학교차원의 사회적지지는 특수교사의 교수공학 활용의도에 통계적으로 유의한 영향을 미치지 않는 것으로 나타났다. 둘째, 동료교사의 사회적지지는 교수공학 관련 태도 변인을 통하여 특수교사의 교수공학 활용의도에 통계적으로 유의한 정적인 영향을 미치는 것으로 나타났다. 셋째, 교수효능감은 교수공학 관련 태도 변인을 통하여 특수교사의 교수공학 활용의도에 통계적으로 유의한 정적인 영향을 미치는 것으로 나타났다. 넷째, 교수공학 관련 태도는 특수교사의 교수공학 활용의도에 통계적으로 유의한 정적인 영향을 미치는 것으로 나타났다. 본 연구결과를 바탕으로 현장에서의 적용 방안이 논의되었다.

The purpose of this research was to analyze on behavior intention of the structure of instructional technology of teachers who working at the special schools. School-wide social support, social support of fellow teachers, teaching efficacy and attitude regarding instructional technology were selected as variables by investigating preceding researches. SEM(Structural Equation Modeling) was used to analyze the structure. The participants in this research were 311 teachers who works at special schools. The result of this research are as follows. First, school-wide social support did not affect the behavior intention of instructional technology of teachers at special schools with no statistical significance. Second, social support of fellow teachers affected the behavior intention of instructional technology of teachers at special schools positively through full mediation of attitude with statistical significance. Third, teaching efficacy affected the behavior intention of instructional technology of teachers at special schools positively through full mediation of attitude with statistical significance. Forth, attitude regarding instructional technology highly affected the behavior intention of instructional technology of teachers at special schools positively with statistical significance. As a consequence, discussions for this research were laid for the practical schools. First, to increase the social support of fellow teachers, research groups of teachers are needed to share the information and emotional support among teachers. Second, to increase the teaching efficacy, the opportunities of training and self-development regarding using instructional technology and utilizing instructional technology strategies in class are needed. Third, the lectures of successful cases regarding instructional technology in class are needed to promote the positive attitude of teachers who working at the special schools.