시각장애학교 교원능력개발평가에 대한 타당도와 교사 만족도에 대한 관계 연구
Correlation of Validity and Teacher's satisfaction in the National Evaluation System for Teachers' proficiency and development in School for the Visually impaired
This study conducted a survey on teachers of students with visual impairments for their satisfaction, validity in the National Evaluation System for Teachers' Proficiency and Development. The intention of this research is to provide fundamental resources for betterment in the practice of evaluation system. Summarized results from the research are as follows. First, the perception of teacher validity indicated higher scale score in teachers with less than 5-year of teaching experience, and teachers without visual impairment. Additionally, in the perception of teacher satisfaction in school for students with visual impairment demonstrated higher scale score from the background variables that who were in pre-school, elementary level, possess less than 5-year of teaching experience, and teachers without visual impairments. Therefore, both validity about the teacher evaluation system and teacher satisfaction is effected that develop in teaching profession not only in general education schools but also in schools for students with visual impairments. Second, the results validity and teacher satisfaction in national evaluation system illustrated a positive correlation with every aspect. Additionally, validity of assessment factors and validity of assessment process shown the highest correlation above all factors, and the assessment process satisfaction and the satisfaction of results shown the highest correlation above all factors. As a result, validity and teacher satisfaction in the national evaluation system addressed a mutual affirmative relation that the researcher proposed a follow-up study from the consequences.
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