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Relation Analysis between Physical Education Teachers’ Attitudes toward Inclusive Physical Education and Instructional Performance

오원석 1 Kwon, Taeg-hwan 2

1경북대학교
2대구교육대학교

Accredited

ABSTRACT

This study was conducted in order to survey physical education teachers’ attitude toward inclusive physical education and instructional performance and to develop a relation model between the tow factors. For these purposes, 252 teachers in charge of inclusive physical education were sampled through random sampling and data collected from them were used in analyses. Tools used in this study were scales on attitude toward inclusive physical education and on inclusive physical education teachers’ instructional performance, and the items of the scales and their validity and reliability were examined before use. According to the results of this study, the teachers’ attitude toward inclusive physical education was generally positive in the domains of perception, need of training, etc., but not in instructional efficacy. With regard to instructional performance, moreover, the teachers’ efforts to accept and support students’ needs were satisfactory, suggesting that inclusive physical education teachers were making efforts to support disabled students’ class participation. In addition, inclusive physical education teachers’ instructional performance was in a positive correlation with their instructional efficacy, and their instructional efficacy was in a positive correlation with their direct experiences and related training. These results suggest that, for the efficient operation of inclusive physical education, it is necessary to enhance inclusive physical education teachers’ instructional efficacy and, for this, to provide opportunities for various types of training and to expand opportunities to teach disabled students directly through the subject teacher system for inclusive physical education.

Citation status

* References for papers published after 2022 are currently being built.