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초등 특수학급 차원의 정서 조절 프로그램이 표적집단 학생의 정서 인식, 정서 조절 능력 및 특수교사의 교사효능감, 학생과의 관계 인식에 미치는 영향

Effects of Classroom-Wide Emotion Regulation Program in Elementary Special Education Classes on Targeted Students' Emotion Recognition, Emotional Regulation Skills, and Special Education Teachers' Perceptions of Teacher Efficacy and Relationships with Students

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초록

본 연구에서는 초등 특수학급 차원의 정서 조절 프로그램이 표적집단 학생의 정서 인식, 정서 조절 능력과 특수교사의 교사효능감, 학생과의 관계 인식에 미치는 영향을 알아보았다. 서울, 경기도, 충청도, 전라도에 위치한 공립 초등학교 특수교사 12명과 이들이 담당하는 특수학급 학생 및 부모가 본 연구에 참여하였다. 초등 특수학급 차원의 정서 조절 프로그램은 보편적 지원으로 모든 학생과 교사 지원을 포함하며, 표적집단 지원으로 교사가 정서행동의 어려움을 보고한 학생을 위한 16회기 프로그램과 부모 지원을 포함하였다. 초등 특수학급 차원의 정서 조절 프로그램이 표적집단 학생의 정서 인식, 정서 조절 능력 및 교사의 학생과의 관계 인식에 미친 영향을 알아보기 위하여 대응표본 t검정을 실시하였고, 교사효능감에 미친 영향을 알아보기 위하여 윌콕슨 부호순위 검정을 실시하였다. 그 결과 표적집단 학생들의 정서 인식, 정서 조절 능력 및 특수교사의 교사효능감, 학생과의 관계 인식이 유의미하게 향상된 것으로 나타났다. 본 연구는 초등학교 특수교사들이 학교 현장에서 손쉽게 활용할 수 있고, 학생들이 하루 중 짧은 시간을 내어 꾸준히 적용할 수 있도록 증거기반의 구체적인 교육과정과 자료를 제공하는 정서 조절 프로그램을 개발하여 그 효과를 분석하였다는 데 의의가 있다.

Abstract

This study examined the effects of an emotion regulation program at the elementary special education classroom level on targeted students' emotion recognition and emotional regulation skills, as well as special education teachers' perceptions of teacher efficacy and perceptions of their relationships with students. Twelve special education teachers from public elementary schools in Seoul, Gyeonggi-do, Chungcheong-do, and Jeolla provinces, as well as special education students and their parents, participated in this study. The emotion regulation program in elementary special education classrooms included universal support for all students and teachers and targeted support for students whose teachers reported emotional and behavioral difficulties, including a 16-session program and parent support. Paired sample t-tests were conducted to examine the effects of the elementary special education classroom- level emotion regulation program on targeted students' emotion recognition, emotional regulation skills, and teachers' perceptions of their relationships with students, and Wilcoxon signed-rank tests were conducted to examine the effects on teacher efficacy. The results showed that emotion recognition, emotional regulation skills, and teacher efficacy, as well as their perceptions of their relationships with target students, were significantly improved. The significance of this study is that it developed and analyzed the effectiveness of an emotion regulation program that provides evidence-based, specific curriculum and materials that special education teachers can easily implement in the school setting and that students can use consistently in a short period of time during the day.

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