초등학생의 성공적 학급 생활을 위한 사회적 기술에 관한 교사의 기대
Teacher's expectation of social skills for successful classroom behaviors to elementary school students.
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본 연구는 초등학생의 성공적 학급 생활을 위한 사회적 기술에 관한 교사의 기대를 밝히고자 수행되었다. 본 연구의 대상은 경남과 서울의 일반 초등학교 24개교 교사 및 특수학교 2개교의 초등부 교사 154명이며, 연구도구로 사용한 설문지는 사회성 기술측정 도구(SSSR; Gresham & Elliott, 1990)를 연구자가 번안한 것이다.본 연구의 결과는 다음과 같다. 첫째, 학생의 장애 유무와 교사변인(성별, 경력)에 따른 성공적 학급 생활을 사회적 기술에 관한 교사의 기대는 차이가 없었다. 둘째, 학생의 장애 유무와 학생 변인에 따른 성공적 학급 생활을 사회적 기술에 관한 교사의 기대는 학생의 학력정도, 학부모의 지원 정도, 성취동기 정도, 바람직한 행동 정도에 따라 기대하는 사회적 기술의 차이가 나타났다.
Abstract
The purpose of this study was to examine teacher's expectation of elementary students social skills for successful classroom, to identify differences and similarities between children with disabilities and children without disabilities, as well as teacher's variance(gender, working age), and students variance(academic achievement, parents supporting levels, preference behavior level, motivation achievement level). Teachers(N=154) identified which of 30 social skills were essential for classroom success. Results of this study were as follows. First, teachers variance had not significant difference about the importance of any sub-type of social skills. Second, student's variance(academic achievement, parents supporting levels, preference behavior level, motivation achievement level) and wether having disabilities were associated with the importance placed on sub-type of social skills.
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