중학교 학생의 문제행동에 대한 교사 인식 연구
Research on the Perception of Middle School Teachers about Students’ Problem Behavior
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본 연구는 중학교 학생의 문제행동에 대한 교사들의 인식을 탐구하여 학교현장을 이해하고 교육적 지원 방안에 대한 기초자료를 얻고자 하는데 목적을 두었다. 학생 문제행동과 관련된 선행연구 분석을 통해 대표적인 19개의 문제행동 하위항목을 선정하고, 중학교 교사 103명을 대상으로 문제행동에 대한 심각성, 스트레스, 대처 능력, 개선 가능성, 교사 책임에 대한 인식 정도를 조사하였다. 연구 결과를 보면 첫째, 또래 관계 문제행동에 대한 심각성 인식 순위가 높았으며, 수업 상황에서 발생하는 문제행동에 대한 교사의 책임 인식 순위도 높은 것으로 나타났다. 대처 능력에서 높은 순위의 행동들은 개선 가능성에 있어서도 높게 나왔다. 둘째, 여자 교사는 남자 교사에 비해 문제행동에 대한 스트레스를 더 느끼고 있으며, 경력이 낮은 교사가 문제행동에 대해 더 심각하게 인식하는 것으로 나타났다. 셋째, 교사의 심각성 인식과 스트레스 인식과의 상관관계 그리고 대처 능력 인식과 개선 가능성 인식과의 상관관계는 매우 높은 것으로 나타났다. 교사 책임 인식과 심각성 인식 그리고 교사 책임 인식과 스트레스 간에는 낮은 상관이 있는 것으로 나타났다. 이러한 연구 결과를 토대로 중학생들의 문제행동에 대한 교사의 관심과 지도, 수업 태만을 방지하기 위한 수업 기술 향상, 부정적 인식 정도가 높은 행동들을 중심으로 행동지도 프로그램 개발에 대한 논의를 제시하였다.
Abstract
The purpose of this study was to investigate perceptional characteristics of general middle school teachers about students’ problem behaviors. After conducting a comprehensive review of literature, 19 categories of problem behaviors were created. 103 middle school teachers were asked to rate their perceptions of seriousness, stress, coping capability, improvement expectation, and teacher responsibility about the 19 problem behaviors. The results of this study were presented as following: First, teachers considered peer-related problem behaviors to be the most serious and felt the most responsibility about problem behaviors of class hours. There were similarities between perceptions of improvement expectation and teacher responsibility regarding higher raking behaviors. Second, statistically significant differences in ratings were noted according to gender and years of teaching experience. Male teachers perceived problem behaviors less stressful than female teachers. Long experienced teachers perceived less serious than short experienced teachers. Third, there were high positive relationships between seriousness and stress along with between coping capability and improvement expectation. The results of this study would be used in developing behavior management programs in school settings.
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