교원자격증 유무에 따른 특수교육 보조원의 지원, 역할, 갈등 그리고 직무 만족도에 대한 인식 연구

Abstract

The purpose of this study was to identity awareness differences of application purpose, roles, confliction and job satisfaction between two groups of paraeducators with/without teacher's licenses via the interview method. Three paraeducators who have teachers' license (two special education teachers and one regular education teacher) and four paraeducators who have no teacher's licenses participated in this study. The awareness differences between two groups were found: (1) The paraeducators with teacher's licences had pre-knowledge of special education; wished to work as licensed special education teachers in the future; admitted conflict when the class room teachers did not have professional teaching skills on students with disabilities; and their job satisfaction was low, because they recognized the limitation of their works as paraeducators and they did not regarded present jobs as permanent ones. By contrast, (2) the paraeducators without teacher's licences did not have any prior knowledge of special education; regarded their current jobs as permanent ones; reported conflict with teachers as well as school principals, parents, and other paraeducators; and demonstrated high job satisfaction, although their professional skills to support children with disabilities were not enough. In conclusion, systematic improvement and proper training programs should be provided to paraeducators, especially who do not have enough knowledge of children with disabilities.