Analyses of School Violence Tendencies among Elementary and Middle School Students in Special and General Education Classes and Teachers' Perceptions on the Effectiveness of Prevention Strategies Wu, Yan Department of Special EducationGraduate SchoolWoosuk UniversityAcademic Advisor: Bang, Myong-Ye, Ph. D. The purpose of this study was to analyze the school violence tendencies among elementary and middle school students in special and general education classes and teachers' perceptions on the effectiveness of prevention strategies. The research questions were as follows: (1) Is there a statistically significant difference of school violence perpetration tendencies between elementary and middle school students in special and general education classes? (2) Is there a statistically significant difference of school violence victimization tendencies between elementary and middle school students in special and general education classes? (3) Is there a statistically significant difference of perceptions on the school violence tendencies of special class students between special education teachers and general education teachers? (4) Is there a statistically significant difference of perceptions on the school violence tendencies of general class students between special education teachers and general education teachers? (5) Is there a statistically significant difference of perceptions on the effectiveness of school violence prevention strategies between special education teachers and general education teachers? The research design of this study was a quantitative, non-experimental comparative study. The subjects sampled from 71 schools were 289 special class students, 565 general class students, 133 special education teachers, and 151 general education teachers. Frequency analysis, two independent sample t-test, one-way ANOVA, and Schéffe test were used to analyze the data. The results of the study were as follows: (1) There was a statistically significant difference of school violence perpetration tendencies between elementary and middle school students in special and general education classes. That is, the students in general education classes have higher school violence perpetration tendencies than the students in special education classes.(2) There was a statistically significant difference of school violence victimization tendencies between elementary and middle school students in special and general education classes. That is, the students in special education classes have higher school violence victimization tendencies than the students in general education classes. (3) There was a statistically significant difference of perceptions on the school violence perpetration tendencies of special class students between special education teachers and general education teachers. That is, Special education teachers perceived the perpetration tendencies of special class students higher than the general education teachers. However, there was not a statistically significant difference of perceptions on the school violence victimization tendencies of special class students between special education teachers and general education teachers.(4) There was a statistically significant difference of perceptions on both the school violence perpetration and victimization tendencies of general class students between special education teachers and general education teachers. That is, general education teachers not only perceive the perpetration tendencies of general class students higher than special education teachers, but also perceive the victimization tendencies of general class students higher than special class teachers. (5) There was a statistically significant difference of perceptions on the effectiveness of school violence prevention strategies between special education teachers and general education teachers. That is, general education teachers perceived the effectiveness of school violence prevention strategies more positively than special education teachers. Limitations of the study were as follows: The study results cannot be generalized to the population because the subjects of the study were not selected randomly from the population. In addition to that, the sample size was not large enough to represent the population. Suggestions for the future studies were as follows: First of all, various data collection methods such as direct interviews and direct observation should be used for collecting data. Secondly, the school violence tendencies of high school students should be studied. Thirdly, school violence tendencies according to the types of disabilities should be investigated. Finally, effective school violence prevention strategies should be developed and implemented for students of with various disabilities, and the effects of the strategies should be evaluated.
국문 요약본 연구는 특수학급 학생과 일반학급 학생의 학교폭력 경향의 차이가 있는지 밝히고, 학교폭력 경향과 예방전략 효과에 대한 특수학급 교사와 일반학급 교사의 각 집단의 인식을 분석하는 데 연구의 목적이 있었다.본 연구는 선행연구를 근거로 작성된 설문지를 연구도구로 사용하였으며 71개 특수학급이 있는 초등학교와 중학교의 특수학급 학생 289명, 일반학급 학생 612명, 특수학급 교사 133명, 일반학급 교사 151명을 편의군집 표집하였다. 설문지를 통해 자료를 수집하고, 백분율과 빈도, 두 독립표본 t검증과 일원분산분석을 적용하여 자료를 분석한 연구결과는 다음과 같다. 첫째, 일반학급 학생의 학교폭력 가해경향이 특수학급 학생보다 높았다. 또한 특수학급 학생은 학교 급간에 따른 학교폭력 가해경향의 차이가 없었지만 일반학급 학생은 신체적 가해에 있어서 중학생이 초등학생에 비해 통계적으로 유의미하게 높은 가해경향이 나타났다. 또한 특수학급 학생과 일반학급 학생 두 집단 모두 남학생이 여학생보다 학교폭력 가해 경향이 높았다. 둘째, 특수학급 학생의 학교폭력 피해경향이 일반학급 학생보다 높았다. 특수학급 학생의 경우에 학교 급간이나 성별에 따른 학교폭력의 피해경향의 차이는 통계적으로 유의미하지 않았다. 일반학급 학생의 경우 학교 급간에 따른 피해경향의 차이는 없었지만, 성별 간 신체적 피해에 차이가 있었다. 즉, 일반학급 남학생이 여학생보다 신체적 피해를 더 많이 당하고 있었다. 셋째, 일반학급 교사에 비해 특수학급 교사가 특수학급 학생의 학교폭력 가해경향을 높게 인식하고 있었다. 그러나 특수학급 학생의 학교폭력 피해경향에 대한 특수학급 교사와 일반학급 교사의 인식 간 차이가 없었다. 넷째, 특수학급 교사에 비해 일반학급 교사가 일반학급 학생의 학교폭력 가해경향이나 피해경향을 높게 인식하고 있었다.다섯째, 특수학급 교사에 비해 일반학급 교사가 학교폭력의 예방전략을 더 효과적으로 인식하였다. 이와 같은 연구결과에 따른 후속연구를 위한 제언은 다음과 같다. 첫째, 다양한 관찰법 및 면접법, 사례연구 등의 질적 연구 방법을 사용하는 연구와 학교급에 따른 특성을 보다 심층적으로 분석하는 연구가 필요하다. 둘째, 장애유형에 따른 학교폭력에 대한 연구와 장애학생의 어떤 장애특성이 학교폭력에 노출될 위험 요인인지 밝히는 연구도 필요하다. 셋째, 학교폭력 중재접근의 모델에 대한 프로그램을 개발하고 적용하여 효과를 검증할 필요가 있다.