시각장애학교 교사의 교사발달단계에 따른 교사효능감 연구

Abstract

The purpose of this study was to maximize educational efficacy of teachers in Schools for the Visually Impaired(SVI) through providing reference data that can improve efficacy on each stage of development of teachers. From the described subject method and procedure, the results are followed. First, for developmental stage of teachers in SVI according to the background variable. Female teachers marked higher than male on survival stage and career frustration. Higher age marked higher in overall developmental stage, and same to maturity, and security and inactivity stages. For education career, maturity stage was higher in order of ‘Over 30 years’, ‘11-20 years’, ‘21-30 years’, and ‘under 10 years’. For visually handicapped, the stage was higher in order of ‘general sight’, ‘blind’, and ‘low vision’. Second, for efficacy of teachers in SVI according to the background variable. Elementary school teachers showed higher ‘self-regulating efficacy’, and for marital status. For ages, older teachers showed higher efficacy, and self confidence showed higher in order of 50’s, 40’s and appeared the same in 20’s and 30’s. ‘self-regulating efficacy’ was higher as teachers are older. For career, it showed the highest on teachers have more than 30 years experience, and followed by ’11-20 years’, and ’21-30 years’ which showed the same, and the lowest on ‘under 10 years’. Confidence showed the most on ’21-30 years’ and followed by ’11-20years’, ‘under 10 years’, and ‘over 30 years’. self-regulating efficacy showed high in order of ‘over 30years’, ‘11-20years’, ‘21-30 years’, and ‘under 10 years’. For vision disability, general sight showed higher than blind on overall efficacy, and ‘self-regulating efficacy’ was showed higher in order of general sight, low vision, and blind. Third, in the correlation between the development stages of teachers and teacher efficacy, survival stage, growth stage, maturity stage, vocational frustration stage, promotion-oriented stage and stability stagnation stage correlated meaningfully with confidence, task-difficulty preference and ‘self-regulated efficacy’ among teacher efficacy, but growth stage and stability stagnation stage showed no meaningful correlation with confidence among teacher efficacy, and vocational frustration stage had no meaningful correlation with task-difficulty preference.