지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 곽승철
- 발행연도
- 2013
- 저작권
- 공주대학교 논문은 저작권에 의해 보호받습니다.
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초록· 키워드
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This research examines overall aspect of the resilience, which early childhood special education teacher has. It figures out whether the teacher''s resilience changes according to early childhood special education teacher''s personal variables and facilities variables. The purpose of this study is to provide a foundation for improvements of early childhood special education teacher’s resilience.
The results of this study are as follows:
First, the resilience factor, which had highest score, was optimism, reaching out, self-efficacy in the order maned. However, the nine subordinate factors of optimism include ‘thank’, which is highest in the factors, and ‘life satisfaction’, which is lowest. It shows that teacher’s satisfaction in the real education field does not accord with early childhood special education teacher’s professional identity.
Second, resilience according to early childhood special education teacher''s personal variables shows that the older teacher was the higher communication and the lower empathy. The married teacher had higher emotion regulation, self-efficacy, and life satisfaction. early childhood special education teacher’s leisure activities appeared to improve resilience such as optimism and interpersonal relationship abilities.
Thirdly, resilience according to facilities variables shows that the teacher working in the special education school had higher emotion regulation, impulse control than those in the special education class; however, the teacher who manages special education class in the public school had higher interpersonal relationship abilities. Resilience is highly maintained when the teacher has 2 or 3 assistants.
The results of this study are as follows:
First, the resilience factor, which had highest score, was optimism, reaching out, self-efficacy in the order maned. However, the nine subordinate factors of optimism include ‘thank’, which is highest in the factors, and ‘life satisfaction’, which is lowest. It shows that teacher’s satisfaction in the real education field does not accord with early childhood special education teacher’s professional identity.
Second, resilience according to early childhood special education teacher''s personal variables shows that the older teacher was the higher communication and the lower empathy. The married teacher had higher emotion regulation, self-efficacy, and life satisfaction. early childhood special education teacher’s leisure activities appeared to improve resilience such as optimism and interpersonal relationship abilities.
Thirdly, resilience according to facilities variables shows that the teacher working in the special education school had higher emotion regulation, impulse control than those in the special education class; however, the teacher who manages special education class in the public school had higher interpersonal relationship abilities. Resilience is highly maintained when the teacher has 2 or 3 assistants.
목차
Ⅰ. 서 론 11. 연구의 필요성 12. 연구 문제 4Ⅱ. 이론적 배경 51. 회복탄력성 51) 회복탄력성의 개념 52) 회복탄력성의 하위요인 62. 유아특수교사의 회복탄력성 14Ⅲ. 연구 방법 191. 연구대상 192. 조사도구 213. 연구절차 224. 자료분석 22Ⅳ. 결과 및 해석 241. 유아특수교사의 회복탄력성 242. 개인·기관변인에 따른 유아특수교사의 회복탄력성 253. 해석 36Ⅴ. 결론 및 제언 41참고문헌 43ABSTRACT 48
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