교원능력개발평가에 대한 시각장애학교 교사의 수용도와 전문성의 지각 수준 분석

Abstract

The object of this study is to provide basic resource about how teachers’ in schools for the visually impaired accept the national evaluation system for teachers’ acceptance and teacher professionalism development in relation with how much they rely on expertise section in the system. Teachers from nationwide schools for the visually impaired participated in the research by giving answers to a questionnaire designed to figure out how they perceive the evaluation system. Summarized results from the research are as follows. First, findings by acceptance level was higher among teachers with more than 5-year working experience than those in the categories of between 6 to 10 years experience, 11 to 20 years, and more than 20 years career background. Meanwhile, Teachers without visual impairments had higher reliance upon the system than those with visual impairments. About the teacher professionalism in the system, those with less than 5-year working experience relied more on it than who are in the categories of 6-10 years, 11-20 years, and more than 20 years of career background. Also, teachers without visual impairments relied more on the expertise teacher professionalism the system than those with visual impairments. As such, it can be said that like general school, teachers in schools for the visual impairments are also motivated to advance their expertise by the evaluation system. Second, all the items under acceptance and expertise section had proved to be correlated to each other. Especially, acceptance and teachers’ reliance on the system and their effort to make use of the results had the highest correlation. Meanwhile, from the teacher professionalism, teaching skill and life guidance showed the highest correlation to each other. The results shown above tells acceptance level and answers to the teacher professionalism in the system usually higher level of correlation to each other. Based on the research results, further study was suggested.