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Analysis on Job Competence of Special Education Teachers

이선민 1,  Park Jae Kook 1

1부산대학교

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ABSTRACT

The purpose of this study was to explore the level of perception on job competence of special education teachers and then to investigate their needs and priorities. To these ends, 5 core competences and 40 items were extracted by performing literature review, and 10 special education experts verified the content validity of items. And then 148 special education teachers were asked to complete the questionnaire. Results were as follows: First, in terms of survey on the level of perception on the five sub job competences, the gap between the importance level and current status level on special education teachers’ basic features and attitude was the widest. On the contrary, the gap between the importance level and current status level on class management and adminstration was the most narrow. As well, there were significant differences according to sociodemographic variables such as career period, duty organ, and school class. Second, in terms of special education teachers’ needs and priorities, they needed various competences such as ‘competence to maintain the physical and emotional security through managing stress’, ‘competence to establish view and philosophy of education’, ‘competence to use proper teaching method’, ‘competence of dealing with situation’, and ‘competence of self-development to foster expertise’. Based on these results, the improvement plans to facilitate special education teachers’ job competence were suggested.

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