통합 상황에서의 ADHD 아동교육에 대한 초등학교 교사의 스트레스와 개선방안

Abstract

This research explores the stress level expressed by elementary school teachers who interact with ADHD children, as well as, a strategy to improve teaching experience by mitigating teachers’ stress level. 250 elementary teachers were asked to complete a survey directly in person, via mails, or via electronic messengers. Out of 200 returned surveys, 38 surveys were excluded due to inadequacy in criteria, and the total of 162 surveys were analyze. Results are as the following. First, the stress level in elementary school teachers in regards to ADHD children's education scored highest in three of the following areas: parental pressure, children’s disruption in classes, and lack of managerial support. Second, female teachers demonstrated higher stress level compared to male teachers. Third, a teacher-oriented, open environment that allows situational accommodation was most appropriate for improving educational values for ADHD children. Self-control can be enforced on ADHD children through cognitive behavioral therapy, parental education, and social skills training in an inclusive environments with the peers. Financial and logistical support from the society and schools, as well as, the parental involvement and their interests will be essential for education of ADHD children.