주의력결핍과잉행동장애에 대한 예비중등교사들의 지식수준과 교수효능감
Secondary Preliminary Teacher's ADHD Knowledge and Teaching Efficacy
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본 연구는 예비중등교사들이 가지고 있는 ADHD에 대한 일반적 정보, 증상 및 진단, 중재 관련 지식수준과 ADHD 학생의 행동특성이해, 중재방법, 및 지도능력을 포함한 교수효능감을 밝히고, 상호관련성을 알아보는데 목적을 두었다. G지역 D대학교에 재학중인 교육대학원생 145명에게 ADHD 관련 지식문항 30개와 교수효능감 문항 3개로 구성된 설문지로 설문조사를 하였고 회수된 설문지 중 누락한 문항이 있거나 성의없이 작성된 설문지를 제외한 125개를 연구대상으로 하여 SPSS 25프로그램으로 자료처리를 하였다. 연구결과, 첫째 예비중등교사들의 ADHD 관련 전반적인 지식수준은 50%를 약간 상회하였으며, 원인을 포함한 일반적인 정보와 중재관련 지식수준이 상대적으로 낮게 나타났다. 교사의 인구통계학적 특성에 따른 지식수준은 특히 교육실습, ADHD 학생 접촉경험, 관련과목 수강 여부에 따라 통계적으로 유의미한 차이를 보였다. 둘째, 예비중등교사의 교수효능감은 전반적으로 낮은 수준에 있었으며, 특히 중재전략이나 대처능력 등에 대한 확신이 다소 부족한 양상을 보였다. 셋째, 예비중등교사의 ADHD 관련 전반적인 지식수준은 대체로 교수효능감과 정적 상관이 있음을 보여주었으나, 중재관련 지식수준과는 통계적으로 유의미한 상관이 나타나지 않았다. 본 연구결과에 대한 논의가 있었으며, 교사양성기관에서의 ADHD 관련 교육 프로그램은 편협된 지식위주의 제공에서 벗어나 전반에 걸쳐 실질적인 경험위주의 기회를 제공할 필요가 있음을 제언하였으며, 추후 연구를 위한 제언도 포함하였다.
Abstract
This study was to investigate the secondary preliminary teachers’ ADHD knowledge level including general information, symptom/diagnosis, intervention and their teaching efficacy which includes understanding behavioral characteristics, intervention strategies, teaching capability, and then to find out the correlation between their ADHD knowledge and teaching capability. The survey was administered to 145 graduate students attending graduate school of education at D University in G city, and the questionnaire used consisted of 30 ADHD knowledge items and 3 teaching efficacy items. 125 questionnaires were processed with SPSS 25 program after excluding unresponsive ones. The results of this study were as follows: First, the overall knowledge level of ADHD was slightly over the half, and the general information knowledge including the cause and intervention knowledge were relatively low. A comparison of the secondary preliminary teachers’ knowledge by their demographic characteristics indicated a significant difference according particularly to training practice, ADHD exposure, and course taking. Second, the secondary preliminary teachers’ teaching efficacy was generally low,owing a lack of confidence in intervention strategies and coping capacity. Third, the secondary preliminary teachers’ overall knowledge was in general found to relate positively with their teaching efficacy, showing no statistical significance with the intervention knowledge. The discussion was based on the results, and suggestions were provided that ADHD program in the teacher training college should be given with the substantial knowledge based throughout ADHD, not a narrow knowledge on a specific area of it, and also further studies were suggested.
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