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A Study on the Relationship Between Specialty Perception, Job-Stress, & Teaching Efficacy of Teachers at Special Schools for Students with Physical & Multiple Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(4), pp.421-439
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim, Young Han 1

1대구대학교

Accredited

ABSTRACT

This study was designed to investigate the relationship between specialty perception, and job-stress, teaching efficacy that is teachers at the school for the physical and multiple disabilities. The purpose of this study was to examine the effects between specialty perception, and job-stress, teaching efficacy about teachers at the school for the physical and multiple disabilities. The subject of this study were 81 teachers from the schools for the physical and multiple disabilities who included Busan, Daegu, Kwangju, Kyounggi, Chungbuk. Data obtained from the questionnaires were analyzed by Pearson`s correlation analysis and Multiple regression analysis. This major findings of this study were as follow. First, specialty perception of teachers at the school for the physical and multiple disabilities showed the negative relationship with their job-stress and had significant effects on those. Second, specialty perception of teachers at the school for the physical and multiple disabilities showed the positive relationship with their general teaching efficacy and personal teaching efficacy. And it had a strong influence on those. Based on the results, it is considerable to develop teacher education programs for specialty perception and job-stress, teaching efficacy in their teaching. In addition, it is necessary to develop proper research methods for specialty perception and job-stress, teaching efficacy that is teachers at the school for the physical and multiple disabilities.

Citation status

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