정서행동위기학생의 특성에 대한 초등학교 교사의 인식과 교사효능감에 관한 연구
A Study on Elementary School Teachers' Perceptions of the Characteristics of Students in Emotional and Behavioral Crises and Teaching Efficacy
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본 연구는 정서행동위기학생의 특성에 대한 초등학교 교사의 인식과 수업에서의 교사효능감에 대해 알아보고자 하였다. 이를 위해 경기도 지역의 공․사립학교에서 근무하고 있는 일반교사 중 초등학교 교사를 대상으로 구글 폼을 활용한 설문조사를 실시하였으며, 총 76부가 분석에 사용되었다. 연구방법은 조사연구로 데이터 분석을 위해 기술통계, 독립표본 t검정, 일원변량분석, 상관분석이 사용하였다. 그 결과 첫째, 교사들은 정서행동위기학생의 특성으로 외현화 행동보다는 내재화 행동과 ADHD 행동을 인식하고 있었다. 교사의 인구사회학적 특성 중 도시-동과 군-읍면에서 ADHD인식에 대한 유의한 차이가 있었고 정서행동위기학생의 이해와 교수방법은 연수 이수 여부에 따라 교사 간 유의미한 차이가 나타났다. 둘째, 교사들은 정서행동위기학생들을 위한 수업 준비성과 교수기술이나 행동에 대한 대처 등에서 전반적으로 낮은 효능감을 나타냈으나, 위기행동 대처, 생활지도 필요에 대한 정보지원, 위기학생을 위한 전문가 협조 등을 통한 학급관리를 수행할 경우, 교사효능감이 높은 것으로 나타났다. 교사의 내재화 행동과 외현화 행동, ADHD인식은 서로 상관관계를 가진다고 분석되었고, 교수학습지원 효능과 학급관리 효능, 효능감 전체 점수 간에도 서로 상관관계를 가진다고 분석되었다. 이러한 연구 결과는 정서행동위기학생 특성에 대한 지식과 교사효능감을 증진하기 위한 교사 교육이 필요하며, 교사들이 지속적으로 이러한 프로그램에 접할 수 있도록 하는 정부의 지원과 학교 현장 시스템 구축이 필요함을 제시한다.
Abstract
This study aimed to examine elementary school teachers' perceptions of the characteristics of students in emotional and behavioral crises and their teaching efficacy in the classroom. To this end, a survey was conducted using Google Forms targeting general education teachers working in public and private schools in Gyeonggi Province, South Korea. A total of 76 responses were analyzed. The research employed a survey method, and data analysis was conducted using descriptive statistics, independent sample t-tests, one-way ANOVA, and correlation analysis. The results revealed the following: First, teachers recognized internalizing behaviors and ADHD-related behaviors more than externalizing behaviors as characteristics of students in emotional and behavioral crises. Significant differences were found in ADHD awareness based on teachers’ demographic and sociological characteristics, particularly between urban (dong) and rural (eup/myeon) areas. Additionally, teachers who had completed training showed significant differences in understanding emotional and behavioral crises and teaching methods compared to those who had not. Second, teachers generally exhibited low efficacy in preparing lessons, teaching strategies, and managing behaviors for students in crisis. However, when teachers engaged in classroom management through strategies such as addressing crisis behaviors, providing guidance on life skills, offering informational support, and collaborating with experts for students in crisis, their teaching efficacy was found to be higher. Furthermore, teachers' awareness of internalizing behaviors, externalizing behaviors, and ADHD were found to be correlated. Similarly, teaching and learning support efficacy, classroom management efficacy, and overall efficacy scores were also positively correlated. These research findings suggest the necessity of teacher education to enhance knowledge about the characteristics of students in emotional and behavioral crises and improve teaching efficacy. Furthermore, they highlight the need for government support and the establishment of school-based systems to ensure that teachers have continuous access to such programs.
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