CHOSUN

ADHD에 대한 중등교사의 지식과 대처방식

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Author(s)
박지영
Issued Date
2017
Abstract
ABSTRACT


Secondary School Teachers'
Knowledge and Management Methods for ADHD






Ji Young Park
Advisor: Seunghee Lee, Ph.D.
Major in Special Education
Graduate School of Education, Chosun University


This study aimed to understand secondary school teachers' knowledge and management methods for ADHD, and then to examine differences in accordance with many relevant variables(sex, age, school level, career experience, highest level of education, matter of relevant training, matter of guidance experience).
Based on the necessity and purpose of the study, the research questions were set up like below. First, what is the secondary school teachers' knowledge level for ADHD? Second, what are the secondary school teachers' management methods for ADHD? Third, what are the correlations between knowledge level and management methods of secondary school teachers for ADHD? Fourth, are there differences in knowledge level and management methods of secondary school teachers for ADHD in accordance with their characteristics(sex, age, school level, career experience, highest level of education, matter of relevant training, matter of guidance experience)?
This study aimed to understand secondary school teachers' knowledge and management methods for ADHD, targeting teachers working for middle/high schools in Gwang-ju. Convenience sampling of three middle schools and three high schools in Gwang-ju, the teachers working for the relevant schools were selected as research subjects.
The number of teachers working for three middle schools and three high schools were 105 and 138 respectively. Thus, total 243 questionnaires were distributed. Among them, collecting total 229 questionnaires(94.2%) including 102 questionnaires(97.1%) from middle schools and 127 questionnaires(92.0%) from high schools, total 218 questionnaires(89.7%) were used for the final analysis after excluding 11 questionnaires with insincere responses. Using IBM SPSS 22.0 Statistical Program, the collected data was analyzed for each research question like below.
In the results of the study, secondary school teachers' knowledge level for ADHD was a bit high. The percentage of correct answers regarding the knowledge level(characteristics, causes, treatment) for ADHD was low in the order of characteristics, treatment, and causes. The characteristics showed the knowledge level higher than the average while the causes and treatment were relatively low.
Regarding secondary school teachers' management methods for ADHD, they were used a lot. Viewing the management methods(information collection, behavioral guidance, academic guidance) in each sub-area, the behavioral guidance(average score: 2.33) and academic guidance(2.34) were similarly used while information collection(average score: 2.13) was relatively less used.
The correlation between knowledge level and management methods of secondary school teachers for ADHD was high. When the knowledge level was high, the management method was also high, which showed the positive correlation.
Secondary school teachers' knowledge level and management methods for ADHD were shown differently in accordance with their characteristics(sex, age, school level, career experience, highest level of education, matter of relevant training, matter of guidance experience).
In each characteristic, female teachers' knowledge was higher than male teachers'. The teachers in their 50s or up showed the highest knowledge level and even high management methods. There were no differences in the knowledge level in accordance with the level of middle/high school. Meanwhile, high schools showed higher management methods. The teachers with career experience for 21 years & up showed the highest knowledge level and also relatively high management methods. In regard of academic background, the teachers with master's/doctor's degree showed higher knowledge level than the ones with bachelor's degree. Regarding management methods, the teachers with master's/doctor's degree used more management methods than the ones with bachelor's degree. Regarding the matter of relevant training, teachers who have received training showed higher knowledge level and management methods than teachers without training. Regarding the matter of guidance experience, teachers with guidance experience showed higher knowledge level and management methods. Teachers with guidance experience must be collecting information and knowledge through diverse methods, seeking for guidance methods by themselves, and also using lots of management methods.
Alternative Title
Secondary School Teachers' Knowledge and Management Methods for ADHD
Alternative Author(s)
Secondary School Teachers' Knowledge and Management Methods for ADHD
Department
교육대학원 특수교육
Advisor
이승희
Awarded Date
2017-08
Table Of Contents
목 차

표목차 v
ABSTRACT vi

Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 4
3. 용어의 정의 4

Ⅱ. 이론적 배경 6
1. ADHD의 개념 6
1) ADHD의 정의 6
2) ADHD의 발달양상 10
2. ADHD의 원인 12
1) 생물학적 요인 13
2) 심리사회적 요인 14
3. ADHD학생의 특성 15
1) 인지적 특성 15
2) 학업적 특성 15
3) 언어적 특성 16
4) 사회적 특성 16
5) 행동적 특성 16
4. ADHD학생의 중재 19
1) 생물학적 중재 19
2) 심리사회적 중재 21
3) 학업적 중재 22
5. 관련 선행연구 25
1) 국내 선행연구 25
2) 국외 선행연구 28

Ⅲ. 연구방법 30
1. 연구참여자 30
2. 연구도구 31
1) 교사의 기초사항 31
2) ADHD에 대한 교사의 지식 32
3) ADHD에 대한 교사의 대처방식 32
3. 연구절차 33
4. 자료분석 34

Ⅳ. 연구결과 35
1. ADHD에 대한 중등교사의 지식수준 35
2. ADHD에 대한 중등교사의 대처방식정도 38
3. ADHD에 대한 중등교사의 지식수준과
대처방식정도의 상관관계 41
4. ADHD에 대한 중등교사의 지식수준과
대처방식정도의 교사특성에 따른 차이 42
1) 성별에 따른 차이 42
2) 연령에 따른 차이 43
3) 학교급에 따른 차이 43
4) 교육경력에 따른 차이 45
5) 최종학력에 따른 차이 45
6) 관련연수유무에 따른 차이 45
7) 지도경험유무에 따른 차이 46

Ⅴ. 논의 47
1. ADHD에 대한 중등교사의 지식수준 47
2. ADHD에 대한 중등교사의 대처방식정도 48
3. ADHD에 대한 중등교사의 지식수준과
대처방식정도의 상관관계 49
4. ADHD에 대한 중등교사의 지식수준과
대처방식정도의 교사특성에 따른 차이 50
1) 성별에 따른 차이 50
2) 연령에 따른 차이 51
3) 학교급에 따른 차이 51
4) 교육경력에 따른 차이 51
5) 최종학력에 따른 차이 52
6) 관련연수유무에 따른 차이 53
7) 지도경험유무에 따른 차이 53

Ⅵ. 결론 및 제언 55
1. 결론 55
1) ADHD에 대한 중등교사의 지식수준 55
2) ADHD에 대한 중등교사의 대처방식정도 55
3) ADHD에 대한 중등교사의 지식수준과
대처방식정도의 상관관계 56
4) ADHD에 대한 중등교사의 지식수준과
대처방식정도의 교사특성에 따른 차이 56
2. 제언 58

참고문헌 59

부록 64
Degree
Master
Publisher
조선대학교
Citation
박지영. (2017). ADHD에 대한 중등교사의 지식과 대처방식.
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/16090
http://chosun.dcollection.net/common/orgView/200000266253
Appears in Collections:
Education > 3. Theses(Master)
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  • Embargo2017-08-25
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