본 연구는 특수학급 교사 142명을 대상으로 하여 교수행동의 질에 많은 영향을 주고 있는 성취목표지향성과 교수효능감이 그들의 주요 배경변인인 교육경력, 학력, 근무지역, 학교급 등에 의하여 어떤 차이를 보이며 그 관련성은 어떠한지를 구체적으로 살피고자 하였다. 연구는 설문법을 적용하여 하였는데, 성취목표지향성 척도와 교수효능감 척도를 통해 얻어진 자료를 가지고 변량분석, t 검증, 상호작용 단순주효과검증, 중다회귀분석 등을 적용하였고 다음과 같은 연구 결과를 얻었다. 먼저, 특수학급 교사의 성취목표지향성과 교수효능감의 정도는 사회인구학적 변인 중에서 교육경력, 학력 등에 의하여 다르게 나타나며 성취목표지향성에서는 특수학급 교사의 수행목표지향성이 높은 경우 학습목표지향성의 높고 낮음에 의하여 교수효능감에는 차이가 있고 특수학급 교사의 수행목표지향성과 학습목표지향성은 그들의 교수효능감의 정도에 큰 영향을 준다.

This study investigated the differences and relationships between goal orientation and teaching efficacy of special class teachers by their length of teaching career, academic background, location of school, school degrees. 142 teachers participated in this investigation of the difference and relationships between their goal orientation and teacher efficacy. the questionnaires which were used in earlier studies were modified for the use of this study. After conducting a pilot survey and doing literature review, the questionnaire was modified. It was also amended after discussing with special school teachers. Data obtained from the questionnaires were analyzed by ANOVA, t test and multiple regression analyses. The mastery goal orientation and teaching efficacy were high as length of teaching career and academic background is higher, but it is no difference by their location of school, school degrees. And teachers with mastery goal orientation and teaching efficacy were high, they had high teaching efficacy the influence of performance and mastery goal orientation significantly explained the variance in teacher efficacy.