학생들의 문제 행동에 대한 교사의 귀인 속성, 지도 효능감 및 대처 방안 간 관계 분석
Analysis of Relations among Teachers’ Attributions, Guidance Efficacy Beliefs and Coping Strategies upon Students’ Problem Behaviors
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참고문헌
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초록
본 연구는 일반학급에서 문제행동 특성을 보이는 학생에 대한 교사의 귀인 속성, 지도 효능감과 대처 방식 간의 관계성을 분석하기 위하여 수행되었다. 이 연구에는 대구, 경북, 경남, 강원도 지역의 초등학교 교사를 대상으로 하였으며, 연구 참여 인원은 230명이다. 이 연구에서 활용된 연구도구는 귀인 척도, 효능감 척도 그리고 대처방안 척도로서 통계적으로 적절성이 확보된 도구들이 활용되었다. 본 연구의 결과에 따르면 교사들이 문제행동에 대하여 갖는 귀인 속성은 교사들의 개별적 특성에 따라 다양하게 나타났으며, 교직경력이 많고 사회경제적 수준이 높은 학군에 근무하는 교사들은 문제행동의 귀인을 기질적 특성으로 이해하고 있었다. 또한 교사의 귀인 특성 및 효능감은 대처 방식과도 밀접한 관련이 있는 것으로 나타났으며, 기질적 특성으로 이해하는 교사들은 소극적 대처를 하는 반면에 문제행동에 대하여 개인적 욕구와 관심 유도 등으로 이해하는 교사들은 적극적 대처를 하고 있는 것으로 제시되었다. 결론적으로 볼 때 교사의 귀인 특성은 대처방안과 매우 밀접한 관계를 가지고 있으며, 귀인특성은 교사들의 특수교육 관련 연수 정도에 따라 차이를 보이는 것으로 제시되어 교사를 대상으로 한 현장 연수를 보다 강화하여야 할 필요성이 제기된다.
Abstract
This study was conducted in order to analyze relations among teachers’attributions, guidance efficacy beliefs, and coping strategies upon students in ordinary classes showing problem behaviors. For this study, we sampled elementary school teachers in Daegu, Gyeongsangbukdo, Gyeongsangnamdo and Gangwondo, and 230 teachers participated in research. Research instruments used in this study were an attribution scale, an efficacy scale, and a coping strategy scale whose statistical adequacy had been approved. According to the results of this study, teachers’ attributions on problem behavior varied depending on their personal characteristics. That is, teachers with long teaching experience and those with a high socioeconomic status understood the attributions of problem behaviors as organic characteristics. Moreover,teachers’ attributions and efficacy beliefs were closely correlated with their coping strategies. That is, while those who understood the attributions of problem behaviors as organic characteristics coped with such behaviors passively, those who understood problem behaviors as personal desires and attempts to draw attention coped with such behaviors actively. In conclusion, teachers’ attribution characteristics were in a very close relation with their coping strategies and were different according to their experience in training related to special education. Thus, it is suggested to strengthen field training for teachers.
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