특수학교 교사의 효능감 관련 변인 분석

• 영문명: An Exploratory Analysis of Predictors of Teacher Efficacy in the Context of Special Education
• 발행기관: 한국재활과학회
• 저자명: 강창욱(Kang Chang-Wook) 김혜정(Kim Hye-Jeong)
• 간행물 정보: 『난청과언어장애』제26권 제1호, 3~15쪽, 전체 13쪽
• 주제분류: 의약학 > 재활의학
• 파일형태: PDF
• 발행일자: 2003.06.01

영문 초록

The purpose of this study was to explore teachers' job-related environmental variables that have significant relationships with their efficacy in the context of special education. 315 teachers of special schools were asked to respond the Teacher Efficacy Scales for Special and the questionnaire for surveying their demographic information and job related environments. A series of hierarchical multiple regression analyses were used to analyze research data. The major findings of this study were as follows: The first, all teachers' job related environmental variables explained significantly the variance of teacher efficacy(R2=.221. F=8.62: p<.OOl), but their demographic characteristics did not have significant relationship with teacher efficacy(R2=.026. F=2.07: p>.05). The second. Teachers' demographic characteristics did not show significant effects controlling the relationships between all job-related environments and teacher efficacy. These findings imply that teacher efficacy is situation-specific perception rather than personality traits. The third, controlling the effects of teachers' demographic characteristics on teacher efficacy, the strongest effects were found in the category of 'working conditions'(R2= .173, F=21.73: p<.001), followed by 'human environments'(R2=.1l2, F=9.73: p<.OOl), and 'burdens of working'(R2=.036, F-3.86: p<.Ol). Finally, all three variable categories of teachers' job related environments have consistently more effects on 'personal teacher efficacy' than on 'teaching efficacy'. These findings imply that personal teacher efficacy is more situation-specific than teaching efficacy.

목차

1. 서론

2. 이론적 배경

3. 연구방법

4. 연구결과 및 해석

5. 논의

6. 결론 및 제언

참고문헌