본 연구는 초등학교 장애학생 학부모의 통합교육 만족도 정도를 파악하는데 활용할 수 있도록 초등학교 장애학생 학부모의 통합교육 만족도 척도를 개발하고 타당성을 검증하는데 목적을 두었 다. 이를 위하여 초등학교 장애학생의 학부모 232명을 대상으로 통합교육 만족도 조사를 실시하 고, 탐색적 요인분석, 확인적 요인분석으로 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 탐색 적 요인분석 결과 초등학교 통합교육에 대한 학부모 만족도의 요인은 유형성, 신뢰성, 반응성, 확 신성, 공감성의 5개로 추출되었다. 둘째, 확인적 요인분석을 통해 구성개념 관련 측정 모형의 타당 성, 문항의 집중 타당성이 확보되었다. 셋째, 15개 전체 문항에 대한 신뢰도는 매우 양호한 것으로 나타났다. 이와 같이 초등학교 장애학생 학부모의 통합교육 만족도 척도는 초등학교 통합교육의 물리적인 지원 체제에 대한 만족도와 함께 통합교육의 심리적 만족도까지 측정하는 비교적 타당 하고 신뢰로운 도구로 기능할 수 있음을 보여주었다.
This study purposed to validate a scale for measuring satisfaction with elementary school inclusive education through reliability analysis, exploratory factor analysis, and confirmatory factor analysis in order to adapt the scale to be useful in assessing people’s satisfaction with inclusive education. For this purpose, research questions were formulated as follows. In order to answer these questions, we surveyed 250 parents with children subject to special education in elementary school selected through stage sampling, and 232 of them responded to the survey. The results of this study are as follows. First, in the results of exploratory factor analysis, five factors tangibility, credibility, responsiveness, assurance, and empathy were extracted as the factors of satisfaction with elementary school inclusive education, and these factors explained about 71% of variation. Second, in the results of confirmatory factor analysis on the model consisting of 15 questions on the five factors, the goodness‐of fitness index of the model was RMSEA=.089, which was average. In addition, its normed fit index (NFI) was .905, Tucker‐Lewis (TLI) was .909, and comparative fit index (CFI) was .931, showing that the model is fit. The factor coefficient was significant, and covariance among the factors was also significant. This suggests that each index has a part explaining common factors and one explaining error factors. Standardized factor loading was as high as over 0.5, C.R. was significant as over 9.00, and construct reliability was over .7 for all the factors. These results show that the model has convergent validity. Third, Cronbach’s α for the whole of the 15 questions was .956, showing very high reliability, and Cronbach’s α of each factor ranged within .728～.857. As shown by these findings, the scale on satisfaction with elementary school inclusive education is expected to function as a relatively valid and reliable tool that can measure not only satisfaction with the physical support system of elementary school inclusive education but also satisfaction with its psychological support.
Ⅰ. 서론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 제언
