문제행동 유형에 대한 초등학교와 특수학교 교사의 인식 차이 비교

Abstract

The purpose of this study is to clarify the differences in perceptions of elementary and special school teachers on problem behavior types according to affiliated institutions, gender, and integrated class experience. The subjects of the study were 196 elementary school teachers and 102 special school teachers belonging to the D City Office of Education. The conclusions based on the results of the study are as follows. First, special school teachers perceive antisocial behavior and aggression type more seriously than elementary school teachers. In the case of the antisocial behavior type, it seems that the students in the special education express the problem behaviors in order to draw interest of the teachers more than elementary school students. Second, the male and female teachers of special schools perceive the types of learning and aggression more seriously than the male and female teachers of elementary schools. In the case of the learning type, it seems that the special school teachers have a high sense of responsibility to teaching the lack of learning ability and guiding the smooth socialization of the students. Third, special school teachers are more aware of antisocial behavior and aggression type than elementary school teachers who have integrated class experience and elementary school teachers who do not have integrated class experience.