특수학교 차원 긍정적 행동지원 리더십팀을 위한 전문성 향상 프로그램 개발 및 효과

The Development and Effects of the Professional Development Program for School-Wide Positive Behavior Support Leadership Team in Special Schools : Focused on Teacher-Efficacy, Classroom Management Skill, and Teachers' Interaction Behaviors

장애학생의 문제행동을 적절히 다루기 위한 대안으로 학교차원 긍정적 행동지원에 대한 관심이 증가하고 있지만 이를 실행하는데 주요 역할을 하게 될 교사들을 위한 체계적인 전문성 향상 프로그램은 부족한 실정이다. 본 연구에서는 문헌 연구를 통해 추출한 요소를 기반으로 프로그램 초안을 작성하고 예비연구를 실시한 후 참여교사들의 의견과 전문가의 내용타당도 검증을 거쳐 12회기로 구성된 전문성 향상 프로그램을 개발하였다. 개발된 프로그램이 리더십팀 교사들에게 어떤 영향을 미치는지 알아보기 위해 서울에 위치한 2개 지적장애 특수학교의 리더십팀 교사 20명에게 프로그램을 적용하였다. 프로그램 참여 전과 참여 후 교사효능감, 학급관리기술검사를 실시하고, 직접관찰을 통해 교사상호작용행동을 측정하여 종속표본 t 검정을 통해 분석하였다. 분석 결과, 프로그램 참여 후 리더십팀 교사들의 교사효능감, 학급관리기술과 긍정적 상호작용행동이 유의하게 증가되었다. 이러한 연구 결과에 대하여 논의하였으며, 제한점과 후속연구에 대한 제언을 제시하였다.

School-wide positive behavior support (SWPBS) developed as an alternative plan to deal with problem behaviors of students with disabilities has been gaining the interest of school authorities. However, in Korea, there is no systematic program for training the teachers in a leadership team for SWPBS. In this study, the program was developed as follows：at first, the educational elements were extracted from a literature review process and a draft of program was developed. Based on the preliminary research and teachers' opinions, the professional development program composed of 12 sessions was developed. The program was applied to 20 teachers in leadership teams for SWPBS in two special schools. In order to evaluate the effects of the program, the study measured pre-test and post-test based on teacher-efficacy, classroom management skills then used a dependant t-test. For evaluating the effects of the program on teachers' interaction behaviors, direct observation during the class was used and the difference of pre-test and post-test was analyzed through the dependent t-test. The results of this study were as follows: the teachers who participated in the professional development program for leadership team for SWPBS showed statistically significant differences in teacher-efficacy, classroom management skills, and teachers' interaction behavior between pre-test and post-test. Finally, the discussions of the results, the limitations of the study, and suggestions for future studies were presented.