통합학급 교사의 교수적 수정의 수행 측정도구 개발을 위한 기초연구

Abstract

The study aims at developing the measurement tool for integrated class teachers' instructional adaptations and thus examining the performance capabilities of the teachers. In order to achieve the research objectives, the author raises the research problems as follows. First, how are the question items in the measurement tools for instructional adaptations organized?Second, how are the validity and reliability of the measurement tools for instructional adaptations?Third, what features does the performance of instructional adaptations have according the application of the measurement tools developed?The author undertook a literature review and investigated the previous studies and developed the measurement tool consisting of 37 questions in order to deal with the research problem 1. The measurement tool was ultimately completed with 32 measurement questions, which were filtered and revised among the initial 37 questions while applying the validity tests by a group of experts in the field. The validity of the measurement tool was verified by conducting a preliminary survey for 30 integrated class teachers, and the clarity as well as ease of use in reading and responding were tested, which led to the modification of some of the questions, and finally yielded 32 questions. In case of dealing with the research problem 2, the author sent the questionnaires to 345 integrated class teachers nationwide in Korea, and returned 301 responses from the teachers. Among the 301 responses returned, 14 responses with missing data or missing value were excluded, and thus 287 responses were finally analyzed. The data collected through the questionnaire survey was statistically processed by using SPSSWIN Version 15.0 and AMOS Version 7.0 application packages in order to test for the goodness, reliability, and validity of the measurement tool for assessing the integrated class teachers' performance capabilities. The goodness of question items was examined by calculating the mean and standard deviation values, the item discrimination was assessed by the independent sample t-test with the 25th and 75th, and the item difficulty was investigated by calculating the percentage of performance capabilities factors. The reliability test for the measurement tool developed was made possible by calculating the Cronbach's coefficient alpha value, which assessed the degree of inter-item consistency, and the Pearson's product-moment correlation coefficient was yielded to examine the relation among the component factors. In addition, both exploratory factor analysis and confirmatory factor analysis were undertaken in order to extract the component factors of the measurement tool for instructional adaptations performance capabilities and test the construct validity respectively. The exploratory factor analysis revealed that the eigenvalues of 5 factors such as teaching-learning process, assessment method, teaching content, teaching method, and teaching environment in 29 items were estimated to be greater than 1, and confirmatory factor analysis using the fit indices such as χ², GFI, AGFI, RMR, RMSEA, and TLI yielded statistically significant results, which explained that the subcategories for performance capabilities were well defined. And in case of the item difficulty, the percentage values for items were shown to be distributed in an appropriate way, and in case of the item discrimination, the estimation showed that the items were constructed in a way that effectively discriminates between the upper and lower groups. According to the factor analysis, the reliability of instructional adaptations performance capabilities was found to be consistent, so that the author was able to conclude that the measurement tool was reliable, with the reliability coefficient of 0.94. In case of the research problem 3, the author conducted the t-test and F-test as well as applied the measurement tool in practice, which led to the examination of the features of performance capabilities. Female teachers were found to have a higher mean value in such factors as assessment method, teaching method, and teaching environment, but there was no significant difference in teacher's career history. The integrated class career history had a higher mean value for those teachers with more than three years of teaching experiences in such factors as teaching-learning process, teaching content, and teaching method. In case of the factors such as special education training experience and special education grade year, there was not found any significant difference among groups. The differences in performance capabilities of disabled students by the type of disability were significant among the special education teachers for students with visual or hearing impairments, and the teachers who have a disabled child nearby had a higher mean value relative to those teachers having a disabled child nearby, but the performance capabilities by the degree of disability were not estimated to be significantly different.