정서ㆍ행동장애에 대한 초등학교 교사의 인식 및 지도 실태 = A Study on Primary School Teachers Recognition and Actual Teaching Method on Students with Emotional and Behavioral Disorders

다국어 초록 (Multilingual Abstract)

This thesis reports how well the elementary school teachers are aware of students with emotional and behavioral disorders, and how teachers deal with certain situations in the classroom. This study aims to provide teachers with the basic knowledge and improvements in order to help them understand students with emotional and behavioral disorders and educate the students by using an appropriate method.

To find out the methods to educate effectively on the spot, the research questions are following:
First, this research examines how well the elementary school teachers are aware of emotional and behavioral disorders.
Second, the research observes what measures the elementary school teachers use to respond the students with emotional and behavioral disorders.
Finally, the research finds out what types of intervention they use to students with emotional and behavioral disorders to deal with a situation.

232 school teachers participated in this study about teacher awareness of emotional and behavioral disorders. By using a questionnaire, the participants were asked to each question and the data were analyzed through -test, One-way ANOVA and independent sample t-test.

Detailed results are as followed:
First, all teachers surveyed had a good knowledge about emotional and behavioral disorders. Especially, the female teachers participating in the study displayed higher levels of understanding about it than that of the males. Also, a level of understanding of the teachers with special education experience for the handicapped was higher than that of the teachers who have never experienced.
Second, the methods to deal with students with emotional and behavioral disorders varied significantly from teacher to teacher. The active measures were used more by female teachers and the teachers who have higher educational career. On the other hand, negative coping methods were utilized more often by male teachers. the teachers with special education experience used passive measures more than the teachers who have never experienced. It is indicated the more experience and knowledge the teachers have, the better the teachers deal with the students with emotional and behavioral disorders.
Finally, in terms of the educational intervention of the students with emotional and behavioral disorders, the female teachers, the teachers with special education experience, and the teachers who have higher educational career used the teaching manuals more and tried to correct their procedure of education more often than the other groups did.

With the results above, this study suggests that teachers should be provided with a educational system to support the teachers should be provided so as to properly educate the students with emotional and behavioral disorders.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 1
• 2. 연구의 목적 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경
• 1. 정서․행동장애의 개념 6
• 2. 정서․행동장애의 분류 12
• 3. 정서․행동장애아에 대한 대처방식 17
• 4. 정서․행동장애와 교육 20
• Ⅲ. 연구 방법
• 1. 연구 대상 24
• 2. 연구 도구 25
• 3. 연구 절차 26
• 4. 자료 처리 26
• Ⅳ. 연구 결과
• 1. 교사의 배경변인에 따른 정서ㆍ행동장애에 대한 인식 27
• 2. 교사의 배경변인에 따른 정서ㆍ행동장애에 대한 대처방식 30
• 3. 교사의 배경변인에 따른 정서ㆍ행동장애에 대한 교육적 중재활동 42
• Ⅴ. 결론 및 제언
• 1. 결 론 54
• 2. 제 언 55
• 참고문헌 56
• 영문초록 59
• 부 록 62