본 연구는 공익근무요원이 특수교육보조원으로 배치되어 있는 일반 초․중․고등학교 및 특수학교 초․중․고등부의 특수교사와 공익근무요원을 대상으로 특수교육보조원제 운영에 대한 인식을 비교하고자 실시된 조사연구이다. 본 연구의 조사대상은 G광역시 소재 초․중․고등학교 및 특수학교에 배치되어 있는 공익근무요원 총86명과 해당학교의 관련특수교사(즉, 공익근무요원이 배치되어 있는 학급의 담임교사) 총108명 전체였다. 설문지는 기초사항 6~7문항과 특수교육보조원제 운영 관련 25문항(자격 및 역할 9문항, 교육 및 배치 7문항, 활용 및 관리 9문항)의 총 31~32문항으로 구성되었고 194부(특수교사용 108부, 공익근무요원용 86부)가 배부되었으며 그 가운데 153부가 회수되었다(회수율: 78.9%). 회수된 설문지는 기술통계(빈도, 백분율, 순위)를 사용하여 분석하였다. 연구결과는 자격 및 역할, 교육 및 배치, 활용 및 관리의 순서로 특수교사와 공익근무요원별로 비교제시되었는데 자격 및 역할에서는 9개 문항 중 4개 문항(적절한 학력, 적절한 사람, 역할 갈등, 상담상대)에서, 교육 및 배치에서는 7개 문항 중 5개 문항(양성 교육방법, 직무연수 기초과정, 직무연수 심화과정, 직무연수의 도움정도, 배치․운영의 장점)에서, 그리고 활용 및 관리에서는 9개 문항 중 7개 문항(근무시간, 업무관리, 인사관리, 효과적인 영역, 책임한계, 근무자세, 활동계획의 빈도)에서 두 집단간 인식차이가 나타났다. 마지막으로 결과에서 나타난 인식차이는 관련 선행연구와 비교하여 논의되었고 논의를 바탕으로 향후 관련연구를 위한 몇 가지 제언이 제시되었다.

This study aimed to compare perception on operating the teacher-aid system between special education teachers and PISP(public interest service personnel). To do this, a questionnaire was distributed to 86 PISP and 108 special education teachers who were working at general elementary, middle, high schools or special schools in the area of Gwangju. One hundred fifty three questionnaires were returned(return rate: 78.9%) and they were analyzed to answer three research questions as follows: ① Are there any differences in perception on qualification and roles of PISP between special education teachers and PISP? ② Are there any differences in perception on education and placement of PISP between special education teachers and PISP? ③ Are there any differences in perception on use and management of PISP between special education teachers and PISP? Data analyses revealed that there were differences in 4 items(school career, background, role conflicts, counseling) out of 9 items in the component of qualification and role, 5 items(training course, basic course of job training, intensive course of job training, satisfaction at job training, advantages of teacher-aid system) out of 7 items in the component of education and placement, and 7 items(working hours, task management, personnel management, effective areas, limit of responsibility, working attitude, frequency of activity plan) out of 9 items in the component of use and management between special education teachers and PISP. The results were discussed in relation to previous research and some considerations for future research were presented.

This study aimed to compare perception on operating the teacher-aid system between special education teachers and PISP(public interest service personnel). To do this, a questionnaire was distributed to 86 PISP and 108 special education teachers who were working at general elementary, middle, high schools or special schools in the area of Gwangju. One hundred fifty three questionnaires were returned(return rate: 78.9%) and they were analyzed to answer three research questions as follows: ① Are there any differences in perception on qualification and roles of PISP between special education teachers and PISP? ② Are there any differences in perception on education and placement of PISP between special education teachers and PISP? ③ Are there any differences in perception on use and management of PISP between special education teachers and PISP? Data analyses revealed that there were differences in 4 items(school career, background, role conflicts, counseling) out of 9 items in the component of qualification and role, 5 items(training course, basic course of job training, intensive course of job training, satisfaction at job training, advantages of teacher-aid system) out of 7 items in the component of education and placement, and 7 items(working hours, task management, personnel management, effective areas, limit of responsibility, working attitude, frequency of activity plan) out of 9 items in the component of use and management between special education teachers and PISP. The results were discussed in relation to previous research and some considerations for future research were presented.

teacher-aid system, special education teachers, PISP