초등학교와 중학교 특수학급 학생과 일반학급 학생의 학교폭력 경향에 대한 특수교사와 일반교사의 인식비교 = Comparison of the Perceptions between Special Education Teachers and General Education Teachers on the Tendencies of School Violence of Elementary and Middle School Students in Special and General Education Classes

국문 초록 (Abstract)

본 연구의 목적은 초등학교와 중학교 특수학급 학생과 일반학급 학생의 학교폭력과 학교폭력 예방전략의 효과에 대한 특수교사와 일반교사의 인식을 비교하는 것이었다. 연구대상은 일반 초등학교 34개교와 중학교 37개교에 재직 중인 특수학급 교사 133명과 일반학급 교사 151명을 편의군집표집하였다. 설문지를 통해 자료를 수집하고, 두 독립표본 t검증을 적용하여 분석한 연구결과는 다음과 같다. 첫째, 특수학급 교사가 일반학급교사에 비해 특수학급 학생의 학교폭력 가해경향을 더높게 인식하였다. 둘째, 특수학급 학생의 학교폭력 피해경향에 대한 인식에 있어서 특수학급 교사와 일반학급 교사 집단 간 차이가 없었다. 셋째, 일반학급 교사가 특수학급 교사에 비해 일반학급 학생의 학교폭력 가해경향을 더 높게 인식하였다. 넷째, 일반학급 교사가 특수학급 교사에 비해 일반학급 학생의 학교폭력 피해경향을 더 높게 인식하였다. 다섯째, 일반학급 교사가 특수학급 교사에 비해 학교폭력의 예방전략을 더 효과적으로 인식하였다. 본 연구결과에 근거하여 학교폭력의 예방전략에 대해 논의하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare the perceptions between special education teachers and general education teachers on the tendencies of school violence of elementary and middle school students in special and general education classes. One hundred thirty three special education teachers and 151 general education teachers from 34 elementary schools and 37 middle schools participated in the survey. Two independent samples t-tests were applied for analyzing the data. The results of the study were as follows: (a) Special education teachers perceived the perpetration tendencies of special class students more seriously than general education teachers; (b) There was not a statistically significant difference of perceptions on the school violence victimization tendencies of special class students between special education teachers and general education teachers; (c) General education teachers perceived the perpetration tendencies of general class students more seriously than special education teachers; (d) General education teachers perceived the victimization tendencies of general class students more seriously than special education teachers; and (e) General education teachers perceived the effectiveness of school violence prevention strategies more positively than special education teachers. Limitations of the study and implications for future research were discussed.

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