특수학교 교사의 교직선택 동기와 교직헌신도의 관계

Relationship between Motivation for Teaching and Commitment to Teaching as a Special School Teacher

본 연구는 특수교사의 교직선택 동기와 교직헌신도의 관계를 조사하여, 향후 특수교사의전문성 확보와 질적 향상을 위한 교사교육에 실천적 지식과 심리적 역량 강화 방안을 마련하기 위한 시사점을 제공하는 것을 그 목적으로 한다. 이러한 목적을 달성하기 위해 부산시내 8개의 공·사립 특수학교에 재직 중인 중인 특수교사 178명을 대상으로 연구조사를 실시하였으며, 본 연구의 목적에 따른 분석 결과는 다음과 같다. 첫째, 특수교사의 성별에 따른 교직선택 동기와 교직헌신도는 전반적으로 유의미한 차이가 없었으나, 직무헌신도와 학생헌신도에 있어서는 유의미한 차이가 있었다. 둘째, 특수교사의 교직선택 동기와 교직헌신도는 전체적으로 유의미한 정적 상관관계가 있는 것으로 나타났다. 그러나 수동적 선택 동기는 교직헌신도에 부적 상관이 있는 것으로 나타났다. 셋째, 특수교사의 능동적 교직선택 동기는 교직헌신도와 하위변인인 학생헌신도, 수업헌신도, 직무헌신도에 유의미한 영향을 미치고 있으며, 특수교사의 교직헌신도를 예측하는 중요한 변인임을 알 수 있었다. 따라서 본 연구에서의 교직선택 동기 중 능동적 선택 동기 요인에 따라 교직헌신의 모든 영역에서 유의미한 수준의 차이가 나타났다는 사실에 주목해야 할 것이며, 특수교육과 관련된 많은 정책과 교육과정을 실행하는 주체인 특수교사의 심리적 특성인 교직 선택 동기가 교직헌신도를 높일 수 있는 중요변인임을 감안하여, 특수교사의 직전 교사교육과 현직 교사교육에 지원하고 반영해야 할 결과라고 할 수 있다.

The purpose of this study was to provide implications to arrange practical knowledge and psychological strengthening plan for special school teacher's training regarding certain professionalism and qualitative improvement with a research of a relation between special school teachers' motivation for selecting the teaching profession and teachers' commitment. First, in a part of the special school teachers' motivation for teaching by gender, the passive motivation and economic motivation were higher for men than for women, and the active motivation was higher for women than for men. In a part of the commitment to teaching by gender, it was generally higher for women than for men. In a part of the special school teachers' motivation for selecting the teaching profession by age, there was no meaningful difference. As well, in the occupational commitment and commitment for students, it appears that 20s was the highest, followed by 30s and 40s. Moreover, in a part of the special school teachers' motivation for selecting the teaching profession by careers, the special teachers experienced within 5 years have ranked highest on active motivation, economic motivation, and whole motivations for selecting the teaching profession, but other special teachers experienced over 16 years have ranked highest on passive motivation. Furthermore, special teachers experienced within 6 to 10 have shown highest on the commitment for the students, and other special teachers experienced within 5 years have shown highest on the occupational commitment and whole commitment to teaching. However commitment for classes didn't have meaningful differences by careers. Second, it appeared that the special teachers’ motivation for teaching and their commitment to teaching had a meaningful positive correlation, although the active motivation and commitment to teaching had a negative correlation. Finally, the special teachers' active motivation for teaching have influenced commitment to teaching with commitment for students and classes, and occupational commitment. In addition, the active motivation was a significant factor for expecting the special teachers' commitment to teaching.