특수학교 기간제교사의 운영실태 분석

Abstract

This study aimed to investigate the operation status of temporary teachers in special schools. To do this, a questionnaire was distributed to 92 temporary teachers working at 26 special schools in Gyeonggi-do. The questionnaire consisted of five sections including questions about demographic characteristics, hiring and working condition, teaching-learning practice, difficulties and needs, and job satisfaction respectively. Seventy-two questionnaires were returned(return rate: 73.8%) and 68 questionnaires out of them were used for data analyses. The data analyses revealed results as follows. First, they were hired mainly for the purpose of supplementing vacancies, replacing unassigned teachers, or undertaking particular subjects for a limited period of time and in terms of making a contract they were under one-side relationships rather than normal relationships. Also, they were excluded from the positions such as home-room teachers which require significant responsibilities. Second, they were experiencing difficulties in teaching due to the increase of students with severe/multiple disabilities, excessive class size, or diverse disabilities in a class and they were mostly using individual direct instruction considering individual differences of students. Also they were in desperate need of various teaching/evaluation strategies. Third, they were longing for training programs designed to help their official affairs as they were struggling with official affairs other than teaching. They also wanted fellow teachers at the same school to pay more attention and support to them and wanted the office of education to improve their social position as well as pay. Fourth, they appeared to be satisfied with their works in general, especially with their personal relationships; however, they exhibited the least satisfaction on school administration process. The results were discussed and some considerations for future research were presented.