본 연구에서는 일반초등학교 교사 346명을 대상으로 ADHD에 대한 지식수준(일반적 특성, 진단 및 원인, 행동특성, 약물치료)과 ADHD 아동교육에 대한 효능감에 대해 알아보았다. 400명의 초등학교 일반교사를 대상으로 설문조사를 하였고, 회수된 설문지 중 일관성이 부족하거나 누락한 문항이 있는 설문지를 제외한 346부를 연구 대상으로 하였다. 연구결과 첫째, 초등학교 교사의 ADHD에 관한 지식수준은 행동특성, 진단, 원인 및 약물치료에 관한 지식이 매우 낮은 것으로 나타났다. 둘째, 초등학교 교사들은 ADHD 아동교육에 대한 효능감은 낮은 수준으로 나타났다. 셋째, ADHD에 대한 지식수준이 높을수록 ADHD 아동교육에 대한 효능감 수준도 높은 것으로 나타났다.
This study aimed to suggest how the actual field of elementary school education should be transformed in Korea for righteous education for children with ADHD by analyzing how elementary school teachers’ attitude differed according to their knowledge level regarding ADHD. To attain the research purpose, the study formulated its study questions regarding elementary school teachers’ ADHD-related knowledge level (general characteristics, diagnosis and cause, behavioral characteristics, and medication) and elementary school teachers’ attitude to efficacy of ADHD. To resolve the study questions, the research conducted a survey to 400 elementary school teachers, total 346 questionnaires were chosen except those whose consistency lacked or items were not properly answered. This study drawn the following results: First, elementary school teachers’ ADHD-related knowledge level (behavioral characteristics, diagnosis and cause, and medication) was low. Second, elementary school teachers’ efficacy level regarding ADHD was low. Finally, when the knowledge level for ADHD was higher, the efficacy level to ADHD was also higher.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
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