본 연구는 초등학교 통합학급교사들의 배경 변인에 따른 통합교육 관련요인에 대한 인식수준과 만족도를 분석하여, 성공적인 통합교육을 위한 기초 자료를 마련하기 위해 수행되었다. 전국 초등학교 통합교육 담당교사 500명을 무작위로 선정하여 설문지를 배부하여 회수된 설문지 390부를 분석하였다. 본 연구 결과, 초등학교 통합학급교사들의 배경 변인에 따른 통합교육 관련요인에 대한 인식에서는 남교사 집단은 교수적합화와 이해․협력관계 형성 요인, 연령이 젊은 교사집단은 교사 전문성과 교수적합화 요인에 대한 인식이 낮았다. 교직경력이 10년 이상인 집단은 개인적응행동, 사회적 기술, 학업준비도 요인, 10년 미만인 집단은 교사 전문성 요인에 대한 인식이 낮았다. 저학년 담임집단은 개인적응행동, 학교적응행동, 사회적 기술, 학업준비도 요인, 장애유형별 분류에서 정서장애 통합집단은 개인적응행동과 학교적응행동 요인, 지체부자유 통합집단은 사회적 기술과 학업준비도 요인에 대한 인식이 낮았다. 통합교육에 대한 인식수준과 만족도와의 다중회귀분석 결과 학업준비도, 교수지원, 사회적 기술, 시설․행정지원, 교수적합화, 개인적응행동, 이해․협력관계 형성, 교사 전문성 요인 순으로 통합교육 만족도를 설명할 수 있으며, 통합교육에 대한 인식수준의 관련요인을 동시에 이용했을 경우 통합교육 만족도를 53.2% 예측할 수 있다.

This study was performed in order to arrange basic data for the successful inclusive education, by analyzing recognition level and satisfaction with factors related to inclusive education according to background variables in inclusive class teachers for elementary schools. Questionnaire was widely distributed by randomly selecting 500 teachers in charge of inclusive education for elementary schools nationwide. 390 copies in the collected questionnaire were analyzed. As a result of this study, regarding recognition on factors related to inclusive education according to background variables in inclusive class teachers for elementary schools, the recognition was low in factors of instructional adaptation and understanding․cooperative relation formation, and age as for male-teacher group and in factors of teachers' professionalism and instructional adaptation as for young-teacher group. The recognition was low in factors of individually adaptive behavior, social skill, and schoolwork preparatory level as for the group whose teaching-profession is more than 10 years, and in factor of teachers' professionalism as for the group with less than 10 years. The recognition was low in factors of individually adaptive behavior, school-adjustment behavior, social skill, and schoolwork preparatory level as for group in low-grade homeroom teachers, in factors of individually adaptive behavior and school-adjustment behavior as for inclusive group with emotional disturbance, and in factors of social skill and schoolwork preparatory level as for inclusive group with physical disabilities, in terms of classification by disability type. As a result of multiple regression analysis with recognition level and satisfaction at inclusive education, the satisfaction with inclusive education can be explained in order of schoolwork preparatory level, teaching support, social skill, facility․administrative support, instructional adaptation, individually adaptive behavior, understanding․cooperative relation formation, and teachers' professionalism. When having used relevant factors in the recognition level on inclusive education at the same time, the satisfaction with inclusive education can be predicted to be 53.2%.

This study was performed in order to arrange basic data for the successful inclusive education, by analyzing recognition level and satisfaction with factors related to inclusive education according to background variables in inclusive class teachers for elementary schools. Questionnaire was widely distributed by randomly selecting 500 teachers in charge of inclusive education for elementary schools nationwide. 390 copies in the collected questionnaire were analyzed. As a result of this study, regarding recognition on factors related to inclusive education according to background variables in inclusive class teachers for elementary schools, the recognition was low in factors of instructional adaptation and understanding․cooperative relation formation, and age as for male-teacher group and in factors of teachers' professionalism and instructional adaptation as for young-teacher group. The recognition was low in factors of individually adaptive behavior, social skill, and schoolwork preparatory level as for the group whose teaching-profession is more than 10 years, and in factor of teachers' professionalism as for the group with less than 10 years. The recognition was low in factors of individually adaptive behavior, school-adjustment behavior, social skill, and schoolwork preparatory level as for group in low-grade homeroom teachers, in factors of individually adaptive behavior and school-adjustment behavior as for inclusive group with emotional disturbance, and in factors of social skill and schoolwork preparatory level as for inclusive group with physical disabilities, in terms of classification by disability type. As a result of multiple regression analysis with recognition level and satisfaction at inclusive education, the satisfaction with inclusive education can be explained in order of schoolwork preparatory level, teaching support, social skill, facility․administrative support, instructional adaptation, individually adaptive behavior, understanding․cooperative relation formation, and teachers' professionalism. When having used relevant factors in the recognition level on inclusive education at the same time, the satisfaction with inclusive education can be predicted to be 53.2%.

Inclusive Class Teacher, Factors Related to Inclusive Education, Recognition Level, Satisfaction.