특수학교 교사의 갈등 유형 및 대응 방식 연구

다국어 초록 (Multilingual Abstract)

A study on Conflicts and Coping Behaviors of special school teachers

Jeon, Min Jeong

Department of Special Education
Graduate School of Special Education
KongJu National University

Supervised by Professor Kim, Sam Sup Ph.D.

This study is about special education teacher?s conflict types, and it examines what the exact causes of these conflicts are. This study will also examine how these conflicts are dealt with ? more specifically it will analyze the specific types of conflict management, and conflict resolution that different special education teachers use. This study will provide ground-level information for special education ? in terms of how conflict issues can be dealt with in the most efficient and effective manner. In order to achieve this goal this study involved a survey of 174 Gwangju special education teachers. The survey results were computed using the SPSS program in order to conduct proper analysis. The analysis allowed for the determination of various conflict types; conflict perception; how participants ranked various conflicts in terms of their severity; and finally the analysis shows how participants will react to and deal with conflict given their conflict type, conflict perception and their perception of the severity of the conflict in question.
This document will outline and discuss the key findings from the analysis results.
First, the study found that most special education teachers thought that the majority of conflict scenarios were not very important. They believe that conflict types involving senior officials are of high importance.
Second the special school teachers' perception of conflict as a result of examining the general characteristics of teachers, and relatives of the special school teachers sex, age, total teaching experience, position and, depending on type was established. In other words, women teachers and ordinary teachers, public school teacher, age and total teaching experience less conflict than teachers about the different groups of teachers was high.
Third the conflict should not respond in the way of exercise of authority, conformity, compromise, avoidance, and problem solving were classified into five types. As a result, compliance in response to conflict situations in a way that teachers were most frequently followed by a compromise, problem solving, avoidance, respectively. Exercise of authority to respond in a way there was a special school teachers. In general, female teacher, age, total teaching experience with high teacher, private school teachers in the face of the conflict as a way of conforming to respond, male teachers, higher teacher age and teaching experience, a lot of public school teachers support the compromise as a way of Was.
As mentioned above, special education teachers think that conflict with high level officials is of high importance and severity. I believe that these types of conflict must be dealt with using conversation/ discussion between all parties and the use of a democratic and rational attitude is of critical importance. The relatively higher levels of conflict and that more female teachers, and irradiated with low teacher age and total teaching experience, including public school teachers, mediocre teachers and all school members to build a school community partnership efforts are needed. Finally, special school teachers on how they adapt in times of conflict the most responses showed that the stability of the special school teacher-oriented person tends to be shown. Therefore, special school teachers to be more aggressive stance to resolve the conflict will have.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 2
• Ⅱ. 이론적 배경 3
• 1. 갈등의 의미와 구조 3
• 2. 특수교사의 갈등과 대처 방안 7
• 3. 선행연구 16
• Ⅲ. 방법 20
• 1. 참여자 20
• 2. 도구 22
• 3. 실시 절차 25
• 4. 자료 처리 26
• Ⅳ. 결과 27
• 1. 갈등 유형 및 요인에 관한 인식 27
• 2. 갈등 정도에 대한 인식 30
• 3. 갈등 대응 방식에 관한 인식 51
• Ⅴ. 결론 69
• 참고문헌 74
• ABSTRACT 76
• 부록 78