교원능력개발평가 모형을 기반으로 한 특수교사의 자기장학과 직무성과와의 관계

Abstract

The purpose of this study was to examine the relationships between self-supervision based on a model of teacher evaluation for professional development and the job performanes of special education teachers. The subjects in this study were 254 special education teachers in Seoul and Gyeonggi-do. The data collected from the survey was analyzed by conducting a t-test, one-way ANOVA, pearson’s product moment correlation analysis, and multiple regression analysis using a SPSS ver. 18.0 program. The findings of the study were as follows: First, the personal characteristics of special education teacher such as gender and type of school has created significant differences in performance of self-supervision in some area, while other factors such as age, career, and educational background made significant differences in all areas. Second, in regard to the impact of personal characteristics, the special education teachers differed significantly in job performance according to age, career, and educational background. Third, there was a positive correlation between the performance of self-supervision and the job performances of the special education teachers. Fourth, the performance of self-supervision by the special education teachers demonstrated a significant variance of job performances in most areas. This study shows that the performance of self-supervision has a positive effect on the job performances of special education teachers. The above-mentioned findings suggest that the special education teachers’ performance of self-supervision is an encouraging fact for their job performances. The studies yet to come are expected to give an impetus to a variety of approaches and in-depth approaches to performance of self-supervision and job performances of special education teachers.