본 연구는 시각장애학교 교사의 교사발달단계에 따른 교사효능감을 증진시키기 위한 기초적인 자료를 제공하기 위해 설문지를 통한 전국 시각장애학교 교사를 대상으로 수행되었다. 그 연구결과를 토대로 내 린 결론은 다음과 같다. 첫째, 시각장애학교 교사의 발달단계는 성별에서 생존과 직업적 좌절단계에서 여 자교사가 남자교사 보다 더 높았고, 연령별에서는 성숙단계에서 40대와 50대가 20대보다, 50대가 30대 보다, 안정침체단계에서는 50대가 40대보다 더 높았다. 교육경력별은 성숙단계에서 11∼20년, 21∼30년 이 10년 이하보다 높았고, 그리고 정안교사가 맹교사보다 성숙단계에서 더 높았다. 둘째, 교사의 효능감 은 과정별에서 자기조절효능감이 초등교사가 고등교사보다 더 높았고, 연령별은 자신감에서 50대가 30대 보다, 자기조절효능감에서는 50대가 20대 보다 더 높았다. 교육경력별은 자신감에서 21∼30년이 10년 이하보다 더 높았고, 자기조절효능감에서 11∼20년이 10년 이하보다 더 높았다. 그리고 정안교사가 맹교 사와 저시력교사보다 자기조절효능감에서 더 높았다. 셋째, 교사발달단계와 교사효능감의 상관관계에서 교사의 생존단계, 성장단계, 성숙단계, 직업적좌절단계, 승진지향단계, 안정침체단계는 교사효능감 중 자 신감, 과제난이도선호, 자기조절효능감과 유의미한 상관이 있었다. 이러한 연구결과를 근거로 하여 후속 연구에 필요한 사항을 제언하였다.
The purpose of this study was to maximize educational efficacy of teachers in Schools for the Visually Impaired(SVI) through providing reference data that can improve efficacy on each stage of development of teachers. From the described subject method and procedure, the results are followed. First, for developmental stage of teachers in SVI according to the background variable. Female teachers marked higher than male on survival stage and career frustration. Higher age marked higher in overall developmental stage, and same to maturity, and security and inactivity stages. For education career, maturity stage was higher in order of ‘Over 30 years’, ‘11-20 years’, ‘21-30 years’, and ‘under 10 years’. For visually handicapped, the stage was higher in order of ‘general sight’, ‘blind’, and ‘low vision’. Second, for efficacy of teachers in SVI according to the background variable. Elementary school teachers showed higher ‘self-regulating efficacy’, and for marital status. For ages, older teachers showed higher efficacy, and self confidence showed higher in order of 50’s, 40’s and appeared the same in 20’s and 30’s. ‘self-regulating efficacy’ was higher as teachers are older. For career, it showed the highest on teachers have more than 30 years experience, and followed by ’11-20 years’, and ’21-30 years’ which showed the same, and the lowest on ‘under 10 years’. Confidence showed the most on ’21-30 years’ and followed by ’11-20years’, ‘under 10 years’, and ‘over 30 years’. self-regulating efficacy showed high in order of ‘over 30years’, ‘11-20years’, ‘21-30 years’, and ‘under 10 years’. For vision disability, general sight showed higher than blind on overall efficacy, and ‘self-regulating efficacy’ was showed higher in order of general sight, low vision, and blind. Third, in the correlation between the development stages of teachers and teacher efficacy, survival stage, growth stage, maturity stage, vocational frustration stage, promotion-oriented stage and stability stagnation stage correlated meaningfully with confidence, task-difficulty preference and ‘self-regulated efficacy’ among teacher efficacy, but growth stage and stability stagnation stage showed no meaningful correlation with confidence among teacher efficacy, and vocational frustration stage had no meaningful correlation with task-difficulty preference.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 및 논의 Ⅳ. 결론 및 제언
