특수교사의 교사발달단계에 따른 교사효능감과 사회정서역량

Teacher Efficacy and Social-Emotional Competence According to Teachers’ Development Stage of Special Education Teachers

연구목적: 본 연구는 특수교사의 교사발달단계에 따라 교사효능감과 사회정서역량에 대한 인식 차이를 살펴봄으로써 교사발달단계에 따른 지원을 제공하고자 하는데 주된 목적이 있다. 연구 방법: 이를 위하여 특수교사 201명을 대상으로 교사발달단계, 교사효능감, 사회정서역량에 대한 설문을 실시하였다. 연구결과: 첫째, 특수교사 발달단계 양상을 살펴본 결과 능력구축 단계에 해당되는 특수교사의 비율이 높게 나타났다. 교사효능감과 사회정서역량에 대한 인식은 긍정적인 수준인 것으로 확인되었다. 둘째, 특수교사 발달단계에 따른 교사효능감 차이를 살펴본 결과, 하위영역인 개인적 교사효능감에서 열중성장 단계와 입문수용 단계의 집단 간 유의미한 차이가 확인되었다. 사회정서역량의 경우 하위영역 중 관계관리에서 집단 간 유의미한 차이가 나타났다. 결론: 본 연구의 결과를 토대로 특수교사 발달단계에 따른 교사효능감 및 사회정서역량 신장을 위한 전략에 대하여 논의하였다.

Purpose: The main purpose of this study was to provide supports according to the teachers’ development stage by examining the differences in the perceptions of teacher efficacy and social-emotional competence according to the teachers’ development stage of special education teachers. Method: For this purpose, a questionnaire was conducted on 201 special education teachers on the teachers’ development stage, teacher efficacy, and social-emotional competence. Results: First, as the results of examining the teachers’ development stage of special education teachers, the ratio of special education teachers in the capacity building stage was high. The perception of teacher efficacy and social-emotional competence was confirmed to be at a positive level. Second, as the results of examining the differences in teacher efficacy according to the teachers’ development stage of special education teachers, a significant difference was confirmed between the groups in the satisfaction & complacency stage and entry & acceptance stage. In the case of social-emotional competence, there was a significant difference between groups in relationship management among the sub-domains. Conclusion: Based on the results of this study, the strategies for enhancing teacher efficacy and social-emotional competence according to the teachers’ development stage of special education teachers were discussed.