특수학교 교사의 교원능력개발평가에 대한 인식과 수업 전문성 및 직무만족도와의 관계

Abstract

ABSTRACT

Special Education Teachers Perception on Teachers Capability Evaluation and Relations with Teaching Expertise and Job Satisfaction

By Sun-yeol Son Advisor : Prof. Yusung Heo Major in Special Education Graduate School of Education, Chosun University

This article examined how teachers at special education schools utilize results of teachers’ competency development evaluation after the full implementation of the teachers’ competency development evaluation in 2010 and researched how the perception regarding the effectiveness of coworker evaluation and the satisfaction level survey of students and parents in the teachers’ competency development evaluation affects the teaching profession and job satisfaction level of teachers at special education schools. This article seeks to conjecture the effectiveness and efficiency relating to whether the teachers’ competency development evaluation system is being settled conforming to the objective of enhancing the teaching profession of teachers at special education schools through this research. In addition, this article seeks to provide assistance so that the teachers’ competency development evaluation may result in being equipped with a stable system by having a positive effect on the job satisfaction level of teachers at special education schools. To achieve the above objectives, the following research problems were established. First, is there a difference in the perception regarding the effectiveness and utilization of results of the teachers’ competency development evaluation per background variable of the teachers at special education schools? Second, is there a difference in the perception regarding the teaching profession after going through the teachers’ competency development evaluation per background variable of teachers at special education schools? Third, is there a difference in perception regarding the job satisfaction level after going through the teachers’ competency development evaluation per background variable of teachers at special education schools? Fourth, is there a correlation between teaching profession of teachers at special education schools and the teachers’ competency development evaluation? Fifth, is there a correlation between the job satisfaction level of teachers at special education schools and the teachers’ competency development evaluation? Sixth, what is the effect of the teachers’ competency development evaluation on the teaching profession and job satisfaction level of teachers at special education schools? In order to resolve the research problems, survey questions of this research were formed by analyzing preceding researches on the perception of teachers and theories regarding job satisfaction level and teaching profession of teachers at special education schools and the teachers’ competency development evaluation. This research was conducted over full-time and part-time teachers at public special education schools located in the City of Gwangju. The survey was conducted from February 2, 2015 to February 17, 2015 over a total of 220 teachers, and a total of 192 questionnaires were used for the final analysis. The data was processed by using the Statistical Package for Social Science (“SPSS”) 18.0 Program for frequency analysis, technical statistics, t-verification, one-way analysis of variance, correlation analysis, and multiple regression analysis. The summary of the main results of this research are as follows. First, the utilization rate of the results of the teachers’ competency development evaluation appeared to be rather low. This result shows that most of the teachers at special education schools do not use the results of the teachers’ competency development evaluation as a self-examining material for teaching and learning or self-control material for self-development. The effectiveness of the satisfaction level survey of students and parents appeared to have an overall average of 2.86, showing a rather negative perception. The effectiveness of the coworker evaluation appeared to have an overall average of 2.55 points. Second, when examining the correlation between teaching profession and perception regarding the teachers’ competency development evaluation, the teaching profession of teachers at special education schools appeared to increase after going through the teachers’ competency development evaluation in proportion to the increase of perception regarding the utilization of teachers’ competency development evaluation. Third, when examining the correlation between job satisfaction level and the perception regarding the teachers’ competency development evaluation, the job satisfaction level of teachers at special education schools after going through the teachers’ competency development evaluation appeared to increase in proportion to the increase of perception regarding the utilization of teachers’ competency development evaluation. Based on the research result, the final conclusion and implications may be suggested as follows. First, because the effect of the utilization of results of the teachers’ competency development evaluation on the teaching profession and job satisfaction level of teachers at special education schools is huge, the results of teachers’ competency development evaluation should be utilized as materials for self-improvement and enhancement of professionalism of teachers at special education schools and self-examination materials for class management, student guidance, and teaching and learning methods. Second, the effectiveness of the satisfaction level of students and parents have a huge effect on the teaching profession and job satisfaction level of teachers at special education schools. However, the effectiveness of the satisfaction level of students and parents perceived by teachers at special education schools appeared to be negative. This result shows the lack of trust regarding the satisfaction level survey of students and parents, as the teachers become evaluation subjects of parents because of the limited open-classes and because students experience a situation of having to evaluate teachers, after being evaluated by the teachers. Accordingly, for the perception of teachers at special education schools over the satisfaction level survey of students and parents to change, the government may want to prepare a method of properly evaluating teachers at special education schools, which are the evaluation subjects, for students and parents, so that adequate training and promotional activities may be conducted. Third, the effectiveness of coworker evaluation has an effect on the teaching profession and job satisfaction level of teachers at special education schools. However, the effectiveness of coworker evaluation perceived by teachers at special education schools appeared to be negative. This result can be said to be due to the mutually positive evaluation appearing based on coworkers’ evaluation of the evaluation subject’s teaching through a limited open-class. Thus, coworkers may want to create a meaningful result in the coworker evaluation by comprehensively responding through various data or information regarding the evaluation subject obtained during ordinary times in addition to class participation results, instead of merely responding to the evaluation items with the outcome of the one-time participation in the unit-class hour in the coworker evaluation. Fourth, the teaching profession of teachers at special education schools based on the teachers’ competency development evaluation receive a negative effect from the background variable of teaching career and teacher group, thus, the causes and improvement factors may have to be found through more in-depth research on each background variable. Fifth, various training will have to be developed for enhancement of the teaching profession of teachers at special education schools through utilizing the results of the teachers’ competency development evaluation. Improvement of the teaching profession of teachers at special education schools does not only depend on the results of the teachers’ competency development evaluation, however, the teaching profession may be enhanced when the teachers at special education schools themselves improve their teaching profession and prepare a basis for studies based on such result. Hopefully, through such conclusions and proposals, many researches and methods may be prepared so that the teachers’ competency development evaluation may settle down in a developmental direction for the teaching society.