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학교폭력 예방 및 대처를 위한 교사역량 진단척도 개발 연구
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  • 학교폭력 예방 및 대처를 위한 교사역량 진단척도 개발 연구
  • Development of diagnostic scale of teachers’ competency to prevent and cope with school violence
저자명
임재연, 박종효
간행물명
교육학연구KCI
권/호정보
2015년|53권 3호(통권167호)|pp.407-434 (28 pages)
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한국교육학회|한국
파일정보
정기간행물|KOR|
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서지반출

국문초록

이 연구는 교사가 학교폭력을 예방하고 대처하기 위해 갖추어야할 교사역량의 진단척도를 개발하 고 타당화하는데 목적이 있다. 이를 위해 문헌분석을 통해 이론적 구성개념의 정의와 하위요인 및 문 항초안을 도출하였고, 총 11명의 전문가를 통해 총 4차례에 걸쳐 내용타당도를 검토한 뒤, 예비조사와 본조사를 통해 타당도와 신뢰도를 검증하였다. 설문조사의 자료 분석은 서울 및 경기 수도권의 현직 교사 총 758명을 대상으로 이루어졌다. 요인분석을 통해 구인타당도를 검증하였고, 수렴타당도와 변별 타당도를 확인하였다. 교사효능감 및 교사리더십 척도 점수와 상관분석으로 공인타당도를 검증하였고, 문항의 내적합치도로 신뢰도를 확인하였으며, t검증과 ANOVA검증으로 교사 집단 간의 차이를 분석 하였다. 연구결과 학교폭력 예방 및 대처를 위한 교사역량 진단척도는 “학교폭력 인식역량”, “학부모 와 의사소통역량”, “학교폭력 관련학생 면담역량”, “또래관계 이해역량”, “비폭력 학급풍토 관리역량” 등 5개의 하위요인과 총 18문항으로 나타났으며, 개발된 척도가 비교적 신뢰롭고 타당한 도구임을 보 여주었다. 끝으로 후속연구에 대한 제안과 학교폭력 문제 해결을 위한 교육적 시사점을 제언하였다.

영문초록

This study aims to develop and verify a diagnostic scale of teachers’ competency to prevent and cope with school violence. This study drew the definition and sub-factors of teachers’ competency they must have in order to prevent and cope with school violence through literature review and developed questions. In addition, content validity was reviewed with a total of 11 experts over four times, and a scale was developed and validated by verifying the validity and reliability through a survey two times. The survey was conducted with 758 in-service teachers in the metropolitan areas of Seoul and Gyeonggi-do. In order to secure construct validity, factor analysis was conducted, and the convergence and discriminant validity were verified. Also, in order to secure concurrent validity, a correlation analysis between teacher efficacy score and teacher leadership score was conducted, and the reliability of questions-internal consistency was verified, the difference between the teacher groups was analyzed using t-test and ANOVA. The results of the study, teachers’ competency in preventing and coping with school violence were five sub-factors and 18 questions include “competency of aware of school violence,” “competency of communication with parents,” “competency of counseling with related students of school violence,” “competency of understanding peer-relationship” and “competency of administering non-violent classroom climate.” Developed scale had reliability and feasibility secured. Lastly, in order to solve school violence, implications for future research and education of teachers’ competency were proposed.

목차

I. 서론
II. 이론적 배경
III. 연구방법
IV. 연구 결과
V. 논의

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