특수교육대상학생에게 효과적인 특수교육 및 통합교육 제공을 위해서는 교수활동을 직접적으로 담당하는 교사와 더불어 이들의 학습 및 학교생활을 지원하는 특수교육보조원의 참여와 협력 또한 중요하다. 이에 이 연구는 특수교육보조원의 자기효능감과 직무만족도를 높이는 것이 궁극적으로 특수교육대상자의 효과적인 교육활동에 기여한다는 신념에 기초하고 있다. 따라서 특수교육보조원의 역할 수행에 있어 자기효능감과 직무만족도의 특성 및 관계를 파악하여, 특수교육보조원 제도가 성공적으로 운영되는데 필요한 시사점을 제공하고자 하였다. 이를 위해 일반학교와 특수학교의 특수교육보조원 100명을 대상으로 설문조사를 실시하였다. 연구의 결과는 첫째, 특수교육보조원의 자기효능감은 5점 만점에 3.44점으로 나타났고, 하위 요인에서는 자기조절 효능감이 가장 높았으며, 둘째, 직무만족도는 5점 만점에 3.45점으로 나타났고, 하위 요인에서는 인간관계 만족도가 가장 높게 나타났다. 셋째, 자기효능감과 직무만족도의 관계는 정적 상관관계를 보였다. 이러한 결과에 기초하여 본 연구는 특수교육보조원의 자기효능감과 직무만족도에 대한 시사점을 제시하고자 하였다.

The role of special education paraeducators is important to provide students with special education for effective special education and inclusive education. The purpose of this study was to grasp characteristics and relationship of special education paraeducators` self-efficacy and job satisfaction. For this study, 100 paraeducators of general and special education schools were employed and researched by questionnaire. The results of this study were as follows. First, the self-efficacy of paraeducators was 3.44 marks of full 5 marks and in subordinate factors self-regulated efficacy was high than confidency and preferred task difficulty. According to age, the self-efficacy of paraeducators with thirties was high. According to level of education, the self-efficacy of paraeducators with college graduate was high. According to working school, the self-efficacy of paraeducators in elementary school was high. According to working career, the self-efficacy of paraeducators with more than 5 years was high. Second, the job satisfaction of paraeducators was 3.45 marks of full 5 marks and in subordinate factors human relationship was high than job itself, working environment, status acknowledgement, pay system, improvement of professionalism and supervision. According to age, the job satisfaction of paraeducators with twenties was high. According to level of education, the job satisfaction of paraeducators with college graduate was high. According to working school, the job satisfaction of paraeducators in general education school was high. According to working career, the job satisfaction of paraeducators with 1～3 years was high. Third the relationship between self-efficacy and job satisfaction was showed positive corelation. Based on this results, some suggestions were provided for better implementation of paraeducator system in special education, especially in self-efficacy and job satisfaction.