청각장애학교 교사의 성격특성, 동기부여,수어학습 간의 구조 관계

Abstract

This study was conducted to analyze the structural relationships among personality traits, learning motivation, and sign language learning of teachers at schools for the hearing impaired, and to verify the mediating effect of learning motivation. A survey was administered to 225 teachers working in schools for the hearing impaired across the country. The questionnaire consisted of items measuring personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and openness), learning motivation (communication needs and teacher accountability), and sign language learning (receptive and expressive abilities). The collected data were analyzed using exploratory and confirmatory factor analyses, as well as a structural equation modeling (SEM) approach. The results revealed that personality traits had a significant positive effect on learning motivation, and learning motivation also had a significant positive effect on sign language learning. In particular, learning motivation functioned as a mediating variable in the relationship between personality traits and sign language learning. Furthermore, the study described differentiated effects of positive and negative personality factors on the improvement of sign language learning. In conclusion, this study identified the structural relationships among personality traits, learning motivation, and sign language learning of teachers at schools for the hearing impaired. It also emphasizes the necessity of developing customized instructional strategies in sign language education that take into account teachers’ individual psychological characteristics.