중등특수학교 교사의 직무수행활동에 관한 인식 분석

Abstract

The purpose of this study is to examine the awareness of special school teachers about job performance activities in a bid to get an accurate grip of their job and job performance activities. The subjects in this study were secondary school teachers in 26 special schools located in Seoul. A questionnaire method was employed to gather data, and the collected data were analyzed with a SPSS 12.0 program. Statistical data on mean, standard deviation and reliability were obtained, and a correlation analysis and multiway ANOVA were carried out. The findings of the study were as follows: First, special school teachers prepare for class depending on the students’individual differences and character. And they implement the lesson by making use of a various teaching materials and teaching tools. And the students’abnormal behaviors were taken into consideration when conducting the class. On the other hand, special school teachers have feeling the tension during the class, and physical limitation. In addition, they have difficulty in conducting the class with severe and multiple disabilities students’and evaluating the students’performance. Special school teachers put emphasis on formality and procedures in performing administrative duties and have a tendency to handle administrative duties directed by school administrator. Also, they perform double work by doing the extra work except for their own work they are in charge. Special school teachers keep various relationships with special school members. Teachers in special school have sufficient knowledge on the subject which they teach and enough skills for work. And they extend their own professionalism through mutual cooperation. Second, effective classroom activities correlate with gender. There is a correlation between human relationship and certificate type. And professionalism is highly associated with final academic background. Third, school’s handicapped area which teachers are belonged makes some difference to effective classroom activities. The result shows that there is distinct difference according to handicapped section, i.e. hearing impairment, physical handicap, mental retardation, emotional disturbance. Human relationship makes difference according to certificate type, school’s handicapped area which teachers are belonged to, and teaching experiences’year. The result indicates that there are differences among visual impairment, hearing impairment, mental retardation, emotional disturbance. And there is significant difference between physical disability and emotional disturbance. And there is difference between 6 ~ 10 years’teaching experience and 11 ~ 15 years’teaching experience. Professionalism has different distinction according to handicapped area. The result reveals that there is difference between visual disabilities and hearing impairment. Given the findings of the study, further research on job performance activities improvement was suggested.