Analysis of the Relationship between the Constructional Factors of the Sensitivity Scale of Special School Teachers

This study was conducted as a research study to determine the relationship between the constructional factors of the sensitivity scale of special school teachers. For study purpose 1, confirmatory factor analysis was applied, and for study purpose 2, one-way analysis of variance was applied. The research results are as follows. The questionnaire consisted of 22 questions in total: 10 questions about appropriateness, 5 questions about accuracy, 4 questions about immediacy, and 3 questions about consistency. 1,066 special school teachers across the country responded to the survey. First, the structure through which special education teachers' sensitivity is driven is explained as appropriateness → accuracy → consistency or appropriateness → accuracy → immediacy → consistency. However, it is not a structure in which the appropriateness factor directly affects the consistency factor. Second, in terms of sensitivity, teachers at schools for the hearing impaired showed the greatest difference from special teachers for other types of disabilities, and teachers at the schools for the visually impaired showed the relatively smallest difference in sensitivity. In conclusion, the sensitivity of special school teachers is linked to a certain structure, and the response to sensitivity is driven differently depending on the type of disability. This study also suggests that the sensitivity of special education teachers is a major factor in teaching and learning for students with disabilities.