• The Journal of Special Children Education
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• v.20 no.1
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• pp.207-232
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• 2018

Purpose: This study was to suggest the validation of the special teacher's a short form of the affective lability scale. Method: 496 special education teachers in special schools nationwide were surveyed for this study. The short form of the affective lability scale suggested by Look et al. (2010) was translated and used equally in 18 abbreviations. Results: The results of the study were that: (a) applying the exploratory factor analysis, the validity of 18 items was verified in the same way as the previous study, but it was two factors such as anxiety/depression and elation/anger. Second, the gender, educational background, and teaching career of special education teachers were statistically significant variables for anxiety/ depression scale. However, the elation/anger scale was similar regardless of background variables. Third, four out of 18 items were deleted through confirmatory factor analysis. Anxiety/depression and elation/anger scale were highly correlated, and all of the items had high explanation. Conclusion: This study concluded that the short form of the affective lability scale of the special teacher was composed of 14 items and suggested that it had validity.