초등학교의 특수학급 교사와 일반학급 교사 간 의사결정 참여 정도와 교사 헌신도와의 관계
An Analysis of the Relationship of Participation in the Decision-Making Processes and Teacher Commitment Compared Between Special Education Teachers and Regular Elementary School Teachers
Purpose: This study aimed to analyze the relationship between participation in the decision-making process and teacher commitment, and to compare the differences in that relationship between special education and regular elementary school teachers. Method: Sixty special education and 60 regular teachers participated in this study; they were divided into beginning and experienced teachers. A survey was used to collect data. Results: For both regular and special education teachers, the differences in the effect of the decision-making process on commitment were not significant between teachers and class types. However, the difference in the relationship between teacher participation and commitment was meaningful. Also, the regular teachers reported more of a significant impact of participation in decision making than did the special education teachers. There were no meaningful differences given class type or teaching experience. Conclusion: The commitment of special education and regular teachers is influenced by different factors. More research is needed into other factors that affect commitment.
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