본 연구는 유치원 교사의 발달지체유아 통합교육에 대한 교사신념과 효능감, 그리고 교사신념과 효능감과의 관계를 밝히고자 수행되었다. 조사 대상은 대구광역시의 유치원을 무선 표집 하여 교사에게 200부의 설문지를 발송하고 회수된 166부였다. 교사변인(경력, 학력, 근무기관, 통합관련경험, 현직연수, 직전교육, 통합실시 여부, 소지자격, 학급유형)에 따른 연구 결과는 다음과 같이 나타났다. 첫째, 유치원 교사의 변인에 따른 발달지체유아 통합교육에 대한 교사신념은 하위 신념에 따라 다소 차이는 있지만 전체적으로 학력, 통합관련경험, 현직연수, 통합교육 실시여부, 특수교사자격소지여부, 학급유형 등에 따라 다르다. 둘째, 유치원 교사의 변인에 따른 발달지체유아 통합교육에 대한 교사 효능감은 교사경력, 학력, 근무기관, 통합관련경험, 현직연수, 소지자격 등에 따라 집단간 차이가 있었다. 셋째, 발달지체유아 통합교육에 대한 교사신념과 교사 효능감은 상관분석 결과 정적인 상관관계가 있는 것으로 나타났다.

The purpose of this study was to investigate the relation between kindergarten teachers` belief and efficacy for inclusive education of young children with developmental delay. For that purpose, the following research questions were set: 1. What kind of relations are there between factors of kindergarten teacher and teachers` belief for inclusive education of young children with developmental delay? 2. What kind of relations are there between factors of kindergarten teacher and teachers` efficacy for inclusive education of young children with developmental delay? 3. What kind of relations are there between teachers` belief and teachers` efficacy for inclusive education of young children with developmental delay? The subjects include 166 kindergarten teachers(100 priv ate and 66 public) who were working for a private or public kindergarten in Daegu. In testing the research questions, frequency analysis and One-Way ANOVA was conducted using the SPSS ver. 14.0 program, t-test and post-hoc analysis of Duncan. To search relationships between teachers` belief and teachers` efficacy operated correlation analysis of Pearson. The research finding were as follows: 1. Significant differences were found between teachers` belief toward inclusion and education level, experience of the inclusive education, the group operating inclusive education, experience of in-service training, special teacher license, and types of class. 2. Significant differences were found between teachers` efficacy toward inclusion and career, education level, the type of educational organization, experience of the inclusive education, experience of in-service training, and special teacher license. 3. Positive relationships between teachers` belief and teachers` efficacy toward inclusion were found.