초임 기술교사의 일반적 특성과 교직적응

General Characteristics and Professional Adjustment of Beginning Technology Teachers

The purpose of this study was to identify the general characteristics and to measure the professional adjustment level of beginning technology teachers. The population for survey was all beginning technology teachers who were employed during the period from March 1, 2003 to September 1, 2005 in middle schools and high schools. A survey questionnaire was developed by researchers, which consisted of 27 professional adjustment items including 6 domains. The questionnaire was sent to the sample by mail. One hundred ninety seven out of 339 questionnaires were returned. Through data screening process, 187 questionnaires were analyzed. Both descriptive and inferential statistics were employed for data analysis. An alpha level of 0.05 was established a priori for determining significance. Major findings of this study were as follows: The professional adjustment level of beginning technology teachers was a little more than average(3.41). In the six domains of professional adjustment, the Human Relationship was the highest, but the Norm & Order Observance was the lowest. Four related variables were found to be significant in affecting the professional adjustment of beginning technology teachers. They were gender difference, terms of job experience, a number of teaching subject, obtaining a technology education teacher certificate course. However, school level (middle school/high school), school location, and school size had no affect on professional adjustment.