혁신학교 참여여부가 특수학교 교사의 학교효과성에 대한 인식에 미치는 영향

Abstract

The purpose of this study was to investigate the impacts of innovative school experiences on the special education teachers’ perceptions of school effectiveness including classes, curriculum, school culture, and school management systems. A survey research design was employed for this study. A total of 152 teachers participated in this study. 68 teachers were enrolled at not innovative special schools 84 teachers were placed at general special schools. A t-test and ANOVA were used for the data analysis. The findings of the study are as follows: First, there were no statistically significant differences between two groups such as a innovative school group and a general school group on the impacts of innovative school experiences on the special education teachers’ perceptions of classes, curriculum. Second, there were no statistically significant background variables which showed interaction effects on the special education teachers’ perceptions of classes and curriculum, except gender and employment type. Third, there were no statistically significant impacts of innovative school experiences on the special education teachers’ perceptions of school management systems. But, there was statistically significant positive impacts of innovative school experiences on the special education teachers’ perceptions of school culture except realization autonomy education. Finally, this study explored the strategies to make better innovative special school based on classes, curriculum, school culture, and school management system. In addition, this study explored the raised problems that would be obstacles for the successful innovative special school. This study found that the most important things to improve the school effectiveness by the innovative school were communication and consultation with faculty.