보육교사 임파워먼트와 장애유아 통합교육에 대한 태도와의 관계

The Relationship between the Daycare Teachers Empowerment and Attitudes toward Inclusive Education for the Children with Disabilities

본 연구는 보육교사의 임파워먼트와 장애유아 통합교육에 대한 태도의 특성과 그 관계를 알아보기 위해 전라북도내의 장애전담 어린이집 교사 83명과 일반어린이집의 교사 175명을 대상으로 조사한 그 결과 교사의 임파워먼트는 교사의 연령에 따라서 의미감과 영향력에서 차이가 있었고, 직위에 따라서는 의미감과 자기결정력, 영향력에서, 경력에 따라서는 자기결정력과 영향력에서 차이가 있었다. 그러나 교사의 학력과 자격에 따라서는 의미있는 차이가 없었다. 또한 장애유아 통합교육에 대한 교사의 태도에서 통합경험이 있는 교사와 장애전담기관의 교사가 통합교육의 일반적 개념과 교사의 전문성에 대해 긍정적인 생각을 갖고 있었고 치료사가 교사에 비해 교사 전문성에 대해 긍정적으로 생각하였다. 교사의 연령, 직위, 학력과의 관계는 통계적으로 유의미한 차이가 없었다. 교사 임파워먼트 전체와 통합교육에 대한 태도 전체에서는 정적인 상관관계가 있었다. 하위요인에 따라서는 의미감은 통합교육의 일반적 개념과 교사의 시간 인내 및 요구에서 정적 상관이 있었으며, 영향력은 통합교육의 일반적 개념에서, 역량은 교사의 전문성과 정적 상관관계가 있었다. 자기결정력은 통합교육의 일반적 개념과 장애유아에 대한 학업 행동적 기대, 수업·학급운영과 정적 상관관계를 보이고 있다. 또한 자기결정력은 통합교육에 대한 전체 태도에 영향을 미치는 것으로 나타났으며 하위요인에 따라서는 의미감이 교사의 시간 및 인내요구에, 자기결졍력이 장애유아에 대한 학업·행동적 기대와 수업·학급운영에 영향을 미치는 것으로 나타났다.

This study purpose of this study was to investigate the relationship between the daycare teachers empowerment and attitudes toward inclusive education for the children with disabilities. The subjects of this study were 175 daycare center teachers and 83 teachers in the daycare centers for the children with disabilities in Jeonlabukdo. The findings of this study are as follows; First, as for awareness of teacher empowerment by research variables such as personal background(age, position, teaching experience, educational background, a teaching certificate), According to age there were differences in the sense of meaning, influences. According to position there were differences in the sense of meaning, self-determination, influences. According to teaching experience there were differences in self-determination, influences. Educational background and a teaching certificate had no statistical significance. Second, in the matter of attitudes toward inclusive education, teachers in the daycare centers for children with disabilities and teachers who had the experience of inclusive education appeared more positive attitude than a general children educational institution teacher in scope of general concept of integration education , a specialty of a general teacher . Therapists appeared more positive than general teacher and special education teachers in scope of a specialty of a general teacher . Third, in the relationship between teachers empowerment and attitude toward the inclusive education for the children with disabilities, the sense of meaning have shown the static relation with the general concept of integration education and demand about time and perseverance . The capacity have shown the static relation with a specialty of a general teacher . The self-determination has shown the static relation with the general concept , the expectation about study and action , learning activity , the class management . The self-determination affected has shown attitude toward the inclusive education for the children. The sense of meaning affected has shown expectation about study and action . The self-determination affected has shown the expectation about study and action , learning activity , the class management . This study purpose of this study was to investigate the relationship between the daycare teachers empowerment and attitudes toward inclusive education for the children with disabilities. The subjects of this study were 175 daycare center teachers and 83 teachers in the daycare centers for the children with disabilities in Jeonlabukdo. The findings of this study are as follows; First, as for awareness of teacher empowerment by research variables such as personal background(age, position, teaching experience, educational background, a teaching certificate), According to age there were differences in the sense of meaning, influences. According to position there were differences in the sense of meaning, self-determination, influences. According to teaching experience there were differences in self-determination, influences. Educational background and a teaching certificate had no statistical significance. Second, in the matter of attitudes toward inclusive education, teachers in the daycare centers for children with disabilities and teachers who had the experience of inclusive education appeared more positive attitude than a general children educational institution teacher in scope of general concept of integration education , a specialty of a general teacher . Therapists appeared more positive than general teacher and special education teachers in scope of a specialty of a general teacher . Third, in the relationship between teachers empowerment and attitude toward the inclusive education for the children with disabilities, the sense of meaning have shown the static relation with the general concept of integration education and demand about time and perseverance .