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A Study on Conflict Factors and Its Coping Types of Teachers with Visual Impairments Working in the School for the Blind

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2013, 14(2), pp.143-173
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

박영준 1 손혜경 2 Lee Hae-Gyun 1

1대구대학교
2울산혜인학교

Accredited

ABSTRACT

The purpose of this study is to understand the level of conflicts existing within school for the blind and coping strategies which teachers with visual impairments use and by analyzing the differences in background variables. A summary of the results of the investigation follows. First, the extent of the conflict for the teachers with visual impairments has an average rating. Among the conflicts study, the parent factor accounts for the highest ratings. The results of individual factor ratings show that female teachers score a higher conflict rating, National public school teachers rate higher in conflicts particularly relating to student and parent factors. Teachers with less teaching experience rate higher than teachers with much experience. Teachers who use Braille experience more conflict than teachers who use the general print. Second, the as to the methods of conflict response, it was revealed that teachers with visual impairments use cooperation, compromise, and acceptance. According to the background variables, the survey finds that the national and public school teachers use avoidance and acceptance, whereas the private school teachers use cooperation and compromise.

Citation status

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