유치원 교사의 배경 변인과 장애유아 통합교육에 대한 교사효능감과의 관계
The Relations between the Background Variables of Kindergarten Teachers and Their Teacher Efficacy for Inculsive Education of Children with Disabilities
본 연구는 유치원 교사의 내적 외적 배경 변인에 따라 장애유아 통합교육에 대한 교사효능감이 어떠한 차이를 나타내는지 알아보고자 하였다. 연구 대상은 강원도에 근무하는 공·사립 유치원의 현직 교사로서 장애유아 통합경험이 있는 유치원 교사 122명이었다. 연구 도구는 Gibson과 Dembo(1984)의 ‘교사효능감 척도’에 기초하여 배재정(2005)이 수정 보완하여 사용한 ‘유치원 교사의 효능감 검사 도구’ 를 사용하였다. 빈도분석과 평균과 표준편차를 구하였으며, 집단 간 차이를 알아보기 위해서 t또는 F검증을 실시하였다. 그 결과 첫째, 내적배경 변인과 효능감와의 관계에서는 교사의 연령, 대학 수강경험, 현직연수 경험은 교사효능감을 향상시키는데 긍정적인 영향을 미치는 것으로 나타났다. 내적 배경 변인과 일반적인 효능감과의 관계는 경력이, 개인적 효능감과는 연령, 결혼여부, 현직 연수참여 여부가 긍정적인 것으로 나타났다. 둘째, 외적 배경 변인과 교사효능감과의 관계는 통합학급, 종일제 담당 학급 유형이 교사효능감에 긍정적인 영향을 미치는 것으로 나타났다. 외적 배경 변인과 일반적 효능감과의 관계에서는 교육기관 유형이, 외적 배경 변인과 개인적 효능감과의 관계에서는 학급유형과 수업 형태가 긍정적인 영향을 미치고 있었다.
The purpose of this study was to investigate the relations between kindergarten teachers teacher efficacy for inclusive education of children with disabilities and their background variables. The subjects include 122 kindergarten teachers(94 from public kindergartens and 28 from private ones) who were working for a public or private kindergarten in the Gangwon Province and had an experience with inclusive education of children with disabilities. Their mean years of career were 11 years and 3 months, and their mean age was 35 years and 5 months. The research tools used in the study were the background variables and teacher efficacy inventory. In order to examine their background variables, the investigator devised an Inventory of Internal and External Background Variables based on a previous study(Cho Boo-kyeong and Seo So-yeong, 2001). It consisted of six internal factors and seven external ones. And the subjects teacher efficacy was measured with the Teacher Efficacy Inventory by Bae Jae-jeong(2005) who revised and supplemented the Teacher Efficacy Inventory developed by Gibson & Dembo(1984). The research finding were as follows. Teacher overall efficacy was significantly correlated with their age(F=3.50, p< .05), experience of taking courses in college(t=2.06, p< .05), and experience of in-service training(t=2.94, p< .01). That is, the teachers age, experience of taking courses in college, and experience of in-service training had positive influences on the enhancement of their teacher efficacy. But their educational backgrounds, career, and marital status had no impacts on their teacher efficacy. When efficacy was examined in terms of general efficacy and personal efficacy, their career(F=3.83, p< .05) had positive impacts on the relations between the internal background variables and their general efficacy. And their age(F=4.21, p< .05), marital status(t=-2.63 p< .05), and participation in in-service training(t=3.67, p< .001) had positive impacts on the relations between the internal background variables and their personal efficacy. Especially, experience of in-service training turned out to be an important variable in the relations between their background variables and their teacher efficacy for inclusive education of children with disabilities. And secondly, the relations between the external factors of the kindergarten teachers background variables and their teacher efficacy for inclusive education of children with disabilities were investigated. The results indicate that the types of class they were in charge of(t=-2.61, p< .05) and the forms of lessons(F=5.13, p< .01) were significantly correlated with their teacher efficacy. The inclusive classes and the full-day lessons led to significant correlations. It s thus suggested that the type of class the kindergarten teachers were in charge of and the forms of lessons had positive impacts on their teacher efficacy for inclusive education of children with disabilities. But their teacher efficacy was not affected by the types of educational organizations, the size of the organizations, presence or absence of a special class, the number of children in a class, and the age of children. When efficacy was reviewed in terms of general and personal efficacy, only the types of educational organizations(F=3.22, p< .05) influenced the relations between the external background variables and their general efficacy. And only the forms of lessons(t=4.31, p< .05) had effects on the relations between the internal background variables and their personal efficacy. In particular, the types of class and the forms of lessons turned out to be important variables in the relations between the kindergarten teachers background variables and their teacher efficacy for inclusive education of children with disabilities.
Ⅱ. 연구 방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론