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A special education teacher’s experience of physical injuries: Focusing on the four-year change process

The purpose of this study was to examine the physical injuries experienced by the author at a special school by using the self-cultural descriptive method, focusing on the four-year change process. The researcher’s personal memories, transcripts of peer teacher interviews, and cultural artifacts were collected as qualitative data, and 4 core categories and 12 subcategories were generated according to a comprehensive analysis procedure based on pragmatic eclecticism. As a result of the study, first, the researcher experienced changes in emotions and emotions with the passage of time, such as embarrassment and anxiety, anger and depression, and fear and responsibility. Second, the researcher experienced a dilemma between continuous injuries due to educational intervention efforts, and experienced changes in perceptions of physical injuries and aggressive behaviors, such as feeling the need to cope with various types of aggressive behaviors. Third, the researcher experienced a change in human rights awareness, from the perception that student human rights and teaching rights are a contrasting concept to the creation of a school environment where everyone can learn and live safely. Fourth, the researcher also experienced changes in the action of internal and external protective factors overcoming injuries. The results of this study can be used as basic data for improving the quality of education and creating a safe educational environment by providing special education teachers who have experienced physical injuries an opportunity to ponder and reflect in the future to help them overcome difficulties caused by injuries