본 연구에서는 일반유아교사의 통합학급 담임 부담요인에 대하여 살펴보았다. 이를 위해 연구문제를 첫째, 일반유아교사의 통합학급 담임 부담요인은 어떠한지, 둘째, 일반유아교사의 배경요인별(교직경력, 특수교육 자격증 유무, 통합학급 담임 경험 여부, 통합교육 관련 연수여부) 통합학급 담임 부담요인은 어떠한지를 알아보는 것으로 설정하였다. 이상의 연구문제를 검증하기 위해 포항시 및 대구·울산광역시에 소재한 유치원과 어린이집에 재직 중인 일반유아교사 200명을 대상으로 설문 조사를 실시하였고, 총 192부를 연구 분석에 사용하였다. 일반유아교사의 통합학급 담임 부담요인을 알아보기 위해 교수·학습, 생활지도, 인간관계, 행·재정, 교사의 정신건강 영역에 대하여 평균과 ...
본 연구에서는 일반유아교사의 통합학급 담임 부담요인에 대하여 살펴보았다. 이를 위해 연구문제를 첫째, 일반유아교사의 통합학급 담임 부담요인은 어떠한지, 둘째, 일반유아교사의 배경요인별(교직경력, 특수교육 자격증 유무, 통합학급 담임 경험 여부, 통합교육 관련 연수여부) 통합학급 담임 부담요인은 어떠한지를 알아보는 것으로 설정하였다. 이상의 연구문제를 검증하기 위해 포항시 및 대구·울산광역시에 소재한 유치원과 어린이집에 재직 중인 일반유아교사 200명을 대상으로 설문 조사를 실시하였고, 총 192부를 연구 분석에 사용하였다. 일반유아교사의 통합학급 담임 부담요인을 알아보기 위해 교수·학습, 생활지도, 인간관계, 행·재정, 교사의 정신건강 영역에 대하여 평균과 표준편차를 산출하고, 일반유아교사의 배경요인 별로 교직경력, 특수교육 자격증 유무, 통합학급 담임 경험 여부, 통합교육 관련 연수유무에 따른 통합학급 담임 부담요인을 살펴보기 위해 t검증 또는 F검증을 실시하였으며 전체 신뢰도 계수는 .97 이었다. 연구문제와 관련하여 나타난 결과는 다음과 같다. 첫째, 일반유아교사들이 통합학급 담임에 부담을 느끼는 수준이 모든 영역에서 높게 나타났으며 특히, 행·재정 영역과 교사의 정신건강 영역에서 부담을 많이 느끼는 것으로 나타났다. 그 다음으로 생활지도 영역과 교수·학습 영역에서 부담을 많이 느끼는 것으로 나타났다. 인간관계 영역에서도 부담을 느끼는 것으로 나타났지만 5가지 영역 중에서는 가장 낮은 부담 수준으로 나타났다. 둘째, 일반유아교사의 배경 요인별 통합학급 담임 부담요인에서 교직경력에서는 교수·학습, 인간관계, 교사의 정신건강 영역에서 유의미한 차이가 나타났다. 특히, 교직경력이 2년 이하, 3~5년으로 현장에서의 경험이 짧을수록 통합학급 담임에 부담을 많이 느끼는 것으로 나타났다. 특수교육 자격증 유무, 통합학급 담임경험 여부, 통합교육 관련연수 여부에서도 모두 유의미한 차이가 나타났는데, 특수교육 자격증을 가지고 있고, 통합학급 담임경험이 있으며, 통합교육 관련 연수를 받은 일반유아교사가 그렇지 않은 교사보다 통합학급 담임에 부담을 적게 느끼는 것으로 나타났다.
본 연구에서는 일반유아교사의 통합학급 담임 부담요인에 대하여 살펴보았다. 이를 위해 연구문제를 첫째, 일반유아교사의 통합학급 담임 부담요인은 어떠한지, 둘째, 일반유아교사의 배경요인별(교직경력, 특수교육 자격증 유무, 통합학급 담임 경험 여부, 통합교육 관련 연수여부) 통합학급 담임 부담요인은 어떠한지를 알아보는 것으로 설정하였다. 이상의 연구문제를 검증하기 위해 포항시 및 대구·울산광역시에 소재한 유치원과 어린이집에 재직 중인 일반유아교사 200명을 대상으로 설문 조사를 실시하였고, 총 192부를 연구 분석에 사용하였다. 일반유아교사의 통합학급 담임 부담요인을 알아보기 위해 교수·학습, 생활지도, 인간관계, 행·재정, 교사의 정신건강 영역에 대하여 평균과 표준편차를 산출하고, 일반유아교사의 배경요인 별로 교직경력, 특수교육 자격증 유무, 통합학급 담임 경험 여부, 통합교육 관련 연수유무에 따른 통합학급 담임 부담요인을 살펴보기 위해 t검증 또는 F검증을 실시하였으며 전체 신뢰도 계수는 .97 이었다. 연구문제와 관련하여 나타난 결과는 다음과 같다. 첫째, 일반유아교사들이 통합학급 담임에 부담을 느끼는 수준이 모든 영역에서 높게 나타났으며 특히, 행·재정 영역과 교사의 정신건강 영역에서 부담을 많이 느끼는 것으로 나타났다. 그 다음으로 생활지도 영역과 교수·학습 영역에서 부담을 많이 느끼는 것으로 나타났다. 인간관계 영역에서도 부담을 느끼는 것으로 나타났지만 5가지 영역 중에서는 가장 낮은 부담 수준으로 나타났다. 둘째, 일반유아교사의 배경 요인별 통합학급 담임 부담요인에서 교직경력에서는 교수·학습, 인간관계, 교사의 정신건강 영역에서 유의미한 차이가 나타났다. 특히, 교직경력이 2년 이하, 3~5년으로 현장에서의 경험이 짧을수록 통합학급 담임에 부담을 많이 느끼는 것으로 나타났다. 특수교육 자격증 유무, 통합학급 담임경험 여부, 통합교육 관련연수 여부에서도 모두 유의미한 차이가 나타났는데, 특수교육 자격증을 가지고 있고, 통합학급 담임경험이 있으며, 통합교육 관련 연수를 받은 일반유아교사가 그렇지 않은 교사보다 통합학급 담임에 부담을 적게 느끼는 것으로 나타났다.
This study aims at identifying burdening factors of general early childhood teachers in charge of an integrated class. To this end, the subject issued to be studied were selected: firstly, what are the burdening factors as a general early childhood teacher in charge of an integrated class, and secon...
This study aims at identifying burdening factors of general early childhood teachers in charge of an integrated class. To this end, the subject issued to be studied were selected: firstly, what are the burdening factors as a general early childhood teacher in charge of an integrated class, and secondly, what are the burdening factors of general early childhood teachers in charge of an integrated class according to background factors (age, experience as a teacher, presence of a teacher certificate for special education, presence of work experience as a teacher for integrated class, presence of training relating to integrated education). In order to confirm the above issues for study, a questionnaire was conducted for two hundred general early childhood teachers currently employed at kindergartens and day care centers located in Pohang city·Ulsan metropolitan area, and a total of 192 copies collected were analyzed for the study. In order to identify the burdening factors of general early childhood teachers in charge of an integrated class, the average and standard deviation over the entire areas of teaching·learning, guidance of life, human relationship, administration·finance, mental health of the teachers were calculated, and also t-test or F-test was conducted in order to investigate the burdening factors of general early childhood teachers in charge of an integrated class, based on the background of the general early childhood teachers according to their age, work experience as a teacher, presence of a certificate for special education, presence of experience as a teacher in charge of an integrated class, completion of a training course relating to integrated education. As a result, the total coefficient of confidence was shown to be .97, and the problems identified in connection with the study issues are as follows. First, the level that the general early childhood teachers feel burdens was shown to be very high in all the tested areas, and in particular, more apparent in the areas of administration·finance and mental health of the teachers, followed by in the areas of teaching·learning and guidance of life. The teachers were also shown to have burdens in human relationship to some extent but the level was shown to be the lowest among the five areas described above. Accordingly, for the operation of an integrated class, it will be necessary that regulations regarding the suitable facilities and environments where the disabled children can be adapted be prepared and prepare those environments according to the regulations, and also a sufficient pool of human resources including teachers for special education, assistants, professionals, etc., be prepared as well to help the teachers appropriately perform the assigned work of education and nurturing. Second, when age factor was viewed as a background variable factor among the burdening factors for general early childhood teachers in charge of an integrated class, there was a significant level of difference observed in the area of mental health of the teachers, and relating to work experience as a teacher, a significant level of difference was observed in the areas of teaching·learning, human relationship, and mental health of the teachers. In particular, the shorter the work experience as a teacher on the education site, for example, for two or less of years, or between three and five years, the higher the burden as a teacher to be in charge of an integrated class. Additionally, a significant level of difference was observed in the areas of the presence of a certificate for special education, presence of experience as a teacher in charge of an integrated class, completion of and a training course relating to integrated education. That is, the general early childhood teachers with a certificate for special education, experience as a teacher in charge of an integrated class, and completion of and a training course relating to integrated education were shown to have less burden than those without, to be in charge of the integrated class. Accordingly, simply acquiring information necessary for substantial understanding and teaching of the disabled children through the on-site training on integrated class may not be sufficient but various and active resolution tactics and strategies be sought to provide the general early childhood teachers with an opportunity to be matured into full-fledged teachers through sufficient training courses for special education, allowing to obtain certificates for special education of children via graduate courses, and becoming professional teachers having a competence in managing integrated classes.
This study aims at identifying burdening factors of general early childhood teachers in charge of an integrated class. To this end, the subject issued to be studied were selected: firstly, what are the burdening factors as a general early childhood teacher in charge of an integrated class, and secondly, what are the burdening factors of general early childhood teachers in charge of an integrated class according to background factors (age, experience as a teacher, presence of a teacher certificate for special education, presence of work experience as a teacher for integrated class, presence of training relating to integrated education). In order to confirm the above issues for study, a questionnaire was conducted for two hundred general early childhood teachers currently employed at kindergartens and day care centers located in Pohang city·Ulsan metropolitan area, and a total of 192 copies collected were analyzed for the study. In order to identify the burdening factors of general early childhood teachers in charge of an integrated class, the average and standard deviation over the entire areas of teaching·learning, guidance of life, human relationship, administration·finance, mental health of the teachers were calculated, and also t-test or F-test was conducted in order to investigate the burdening factors of general early childhood teachers in charge of an integrated class, based on the background of the general early childhood teachers according to their age, work experience as a teacher, presence of a certificate for special education, presence of experience as a teacher in charge of an integrated class, completion of a training course relating to integrated education. As a result, the total coefficient of confidence was shown to be .97, and the problems identified in connection with the study issues are as follows. First, the level that the general early childhood teachers feel burdens was shown to be very high in all the tested areas, and in particular, more apparent in the areas of administration·finance and mental health of the teachers, followed by in the areas of teaching·learning and guidance of life. The teachers were also shown to have burdens in human relationship to some extent but the level was shown to be the lowest among the five areas described above. Accordingly, for the operation of an integrated class, it will be necessary that regulations regarding the suitable facilities and environments where the disabled children can be adapted be prepared and prepare those environments according to the regulations, and also a sufficient pool of human resources including teachers for special education, assistants, professionals, etc., be prepared as well to help the teachers appropriately perform the assigned work of education and nurturing. Second, when age factor was viewed as a background variable factor among the burdening factors for general early childhood teachers in charge of an integrated class, there was a significant level of difference observed in the area of mental health of the teachers, and relating to work experience as a teacher, a significant level of difference was observed in the areas of teaching·learning, human relationship, and mental health of the teachers. In particular, the shorter the work experience as a teacher on the education site, for example, for two or less of years, or between three and five years, the higher the burden as a teacher to be in charge of an integrated class. Additionally, a significant level of difference was observed in the areas of the presence of a certificate for special education, presence of experience as a teacher in charge of an integrated class, completion of and a training course relating to integrated education. That is, the general early childhood teachers with a certificate for special education, experience as a teacher in charge of an integrated class, and completion of and a training course relating to integrated education were shown to have less burden than those without, to be in charge of the integrated class. Accordingly, simply acquiring information necessary for substantial understanding and teaching of the disabled children through the on-site training on integrated class may not be sufficient but various and active resolution tactics and strategies be sought to provide the general early childhood teachers with an opportunity to be matured into full-fledged teachers through sufficient training courses for special education, allowing to obtain certificates for special education of children via graduate courses, and becoming professional teachers having a competence in managing integrated classes.
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