ADHD에 대한 중등교사의 지식과 대처방식

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.