특수교육 장학 활동에 대한 특수학급 교사의 역할 기대와 장학사의 역할 수행에 관한 연구

Abstract

The purpose of this study was to (1) examine elementary and secondary special class teachers' expectation levels of school inspectors' roles who are in charge of special education supervision, and school inspectors' perception levels of their role performance in special education supervision；and (2) suggest future directions of policy development that will help improve the area of special education supervision in our country. For the purpose of the study, one questionnaire composed of items regarding four areas such as school management, curriculum, instruction, and administration was developed, and it was implemented to 166 school inspectors in charge of special education supervision, 168 elementary special class teachers, and 140 secondary special class teachers from 180 local education districts. The results were as follows: First, elementary special class teachers' expectation levels of school inspectors' roles were higher than those of secondary special class teachers in most areas which were surveyed. Second, the total levels of elementary and secondary special class teachers' expectation of school inspectors' roles were higher than those of school inspectors' perception of their role performance across all the areas which were surveyed. The results indicate the differences in the levels of the role expectation by special class teachers and those of the perception of role performance by school inspectors suggest the necessity of strengthening the roles of school inspectors in charge of special education supervision；and that it is needed to differentiate the functions, contents and methods of special education supervision according to the characteristics of elementary and secondary special education. Finally, this study suggests future policy tasks to allow school inspectors in charge of special education supervision to meet special class teachers' expectation in special education supervision.