This study aimed to identify the relationship between teacher efficacy and instructional modification according to background parameters of the teacher and to provide a plan for improving the quality of teaching activities for inclusive classroom teacher as well as the efficient operation of inclusive classroom.
This study has conducted survey on inclusive classroom teachers in kindergarten registered in education office in-local at Daegu and Gyeongsangbuk-do. The average and standard deviation have been derived in each of the background parameters from the collected data using SPSS program followed by performance of t-test on independent samples, F-test (one-way ANOVA), Scheffe test (p<.05), and product-moment correlation of Pearson.
The results of this study were as follows.
First of all, teacher efficacy was turned out to be significantly high among teachers in a light degree of disability shown in the obstacle infants in case of work experience of between 6 and 10 years, less than 2 years of work experience in charge of inclusive classroom, and training for the special education.
Secondly, as for the degree of correction for instruction, it was shown to be significantly high on the negotiation with teachers in charge of special education for infants in case of work experience of between 6 and 10 years and also at the public school, and an experience of training for the special education.
Third, instructional modification and teacher efficacy of teachers in charge of inclusive classroom at kindergarten were turned out to be positively related.
According to the aforementioned results, a specific plan is required to improve teacher efficacy of teachers in charge of inclusive classroom at kindergarten since an teacher with high teacher efficacy was turned out to be more involved in instructional modification. This study conveys an implication that it is required to develop high quality teacher education program and also to expand an opportunity of it In order to improve teacher efficacy.