장애전담교사의 보육스트레스가 교사효능감에 미치는 영향

Abstract

The purpose of this study is to study the effect of childcare stress of teachers with disabilities on teacher efficacy, and to empirically analyze the multi-mediating effects of parental expectations and participation, implementation of childcare courses, and empowerment. The subjects were 349 teachers in charge of disability in areas G and J. Analysis was performed using the SPSS Process macro. The result is as follows. Second, in the relationship between childcare stress and teacher efficacy, parental expectation and participation, implementation of childcare courses, and empowerment had parallel and serial mediating effects. Third, simple mediation, double mediation, and triple mediation were found in the relationship between childcare stress and teacher efficacy. Based on the research, a reinterpretation of childcare stress of teachers in charge of disabilities, development of an empowerment program, and follow-up research were proposed.