본 연구는 한국과 중국의 감각장애학교 교사의 임파워먼트 특성을 살펴보고 그 차이를 비교하기 위하여 한국의 감각장애학교 교사 총 109명과 중국의 감각장애학교 교사 총 92명을 대상으로 교사 임파워먼트 질문지를 통해 얻어낸 결과에 따른 결론은 다음과 같다. 첫째, 한국과 중국 교사의 임파워먼트 수준은 모두 높으며, 임파워먼트의 하위 영역에서 한국과 중국의 교사 모두 자기효능감이 가장 높았다. 둘째, 장애영역에 따른 교사의 임파워먼트 수준에서 한국과 중국 모두 시각장애학교 교사가 청각장애학교 교사에 비해 임파워먼트가 높고, 시각장애는 중국의 교사가, 청각장애 교사는 한국의 교사가 높다. 셋째, 성별에 따른 교사 임파워먼트에서 남자 교사에 비해 여자 교사의 임파워먼트가 높았다. 넷째, 연령에 따른 교사 임파워먼트에서 한국의 교사는 교사의 연령이 높을수록 임파워먼트가 높았고, 중국의 교사는 20대가 임파워먼트가 높았다. 다섯째, 특수교육 경력에 따른 교사 임파워먼트에서 한국의 교사는 25년 이상이, 중국의 교사는 5년 미만의 교사 임파워먼트가 높았다.
The purpose of this study were to investigate teacher empowerment of sensory disorder(visual impairment and hearing disorder) school in Korea and China. The subjects in this study were 109 teacher of sensory disorder school special of Korea and 92 teacher of sensory disorder school special of China. The instruments used in this study were teacher empowerment scale. The results of the present study were as follows: First, from a comparison about an empowerment of sensory disorder school teachers of Korea and China, the level of the whole teacher empowerment was relatively high. The teacher of Korean and Chinese showed high recognition about self-efficacy of a subordinate realm. Second, from the difference by a disorder realm, the visual impairment teacher of Korea and Chinese showed high recognition whole teacher empowerment than hearing disorder teacher. Chinese teachers are high recognition whole teacher empowerment in visual impairment and Korean teachers are high recognition whole teacher empowerment in a hearing disorder. Third, from a whole empowerment of the difference by a sex, female teachers perceived higher whole teacher empowerment than male teachers. Chinese teachers are higher than Korean teachers in a self-efficacy for maleㆍfemale teachers all from a self-efficacy of a subordinate realm of an empowerment and female teachers perceived higher self-efficacy than male teachers. Forth, from the difference by an age, the teacher of Korean showed high recognition about whole empowerment as high and Chinese teachers are higher in order 20’s, 40’s, 50’s, 30’s. In a subordinate realm of an empowerment, teachers of all ages were higher in self-efficacy. In the specialty, Chinese teachers are higher than Korean teachers in all ages from a self-efficacy of a subordinate realm of an empowerment. Fifth, in according to special education career, there is no difference in a whole empowerment but Korean teachers are higher in order more than 25s, under 11-16s, 6-10s, 16-25s, 5s and Chinese teachers are higher in order under 5s, 16-25s, 6-10s, 11-16s, more than 25s. In a subordinate realm of an empowerment, teachers of all career were higher in order self-efficacy, autonomy, decision making. Based on the conclusions, the following suggestions were made: First, as this study is the study conducted targeting sensory disorder school teachers of Korea and China, there are limitations conducted targeting School Teachers of Jeonbuk and Kwangju in Korea. Thus, a study targeting national sensory disorder school teachers in the future should be conducted. Second, the study to observe a teacher empowerment of sensory disorder school teachers and other disorder type teachers must become accomplished. Key words : Sensory Disorder School, Empowerment
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 Ⅴ. 결론 및 제언 참고 문헌
