초등학생이 인지한 체육전담교사의 지도유형과 수업 만족도의 관계
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This study aims at investigating the relationship between physical education teachers' training styles and elementary students' recognition & satisfaction in physical training. For this investigation I collected data through questionnaire of 1,074 elementary students of 6th grade in Busan City by the multistage cluster sampling. The result of analyzing the collected data through SPSS, AMOS 19.0 statistics programs is as follows: 1) In the male and female students' recognizing difference in the training styles of physical education teachers, in case of the affirmative compensation training that of female students is higher than that of male ones, and even in case of other training styles the former is higher than the latter, but the difference is not meaningful. 2) In the male and female students' difference in the training satisfaction degree for physical education teachers, cognitive domain, affective domain and touching domain are higher in order, and that is meaningful. 3) In the correlation between training styles and training satisfaction of the physical teachers, in case of instruction or teaching, social supporting and affirmative compensation, the affective domain, the cognitive domain and the touching domain have meaningful positive correlation in order, and auto-cratic behavior has negative correlation. In case of democratic behavior, touching domain, affective domain and cognitive domain are correlated in order. From the viewpoint that the physical teacher's training styles have an influence on the students' learning satisfaction; in cognitive domain, teaching & instruction and affirmative compensation are meaningful in order, in affective domain, social support, teaching & instruction, affirmative compensation, and auto-cratic behavior are meaningful in order, and in touching domain, teaching & instruction and democratic behavior are meaningful in order. In summary, the male/female students' recognition for their physical teachers' training styles is not divided clearly, but the three sub-factors for their learning satisfaction degree have meaningful difference between genders. So this result means that in advance we can control the difference of the preference and the recognition between male students and female one through the physical education in elementary schools.