이 연구는 초등학교 통합학급 교사의 교수수행능력을 알아보기 위하여 초등학교 통합학급교사 93명을 대상으로 하였다. 결론은 다음과 같다. 첫째, 교사와 아동의 상호작용과 통합학급 교실 분위기 운영은 잘하고 있는 것으로 나타났다. 그러나 교수설계와 교수실행은 보통이라고 응답하였다. 이는 통합학급 교사들이 특수교육적 요구를 지닌 아동들을 위한 교육설계와 교수실행을 하는 데 어려움이 있다고 볼 수있으며, 이를 위해서 통합학급 교사들이 필요로 하는 자원을 지속적으로 제공해야 함을 알수 있다. 둘째, 성별에 따른 교수실행능력과 상호작용능력에서 유의미한 것으로 나타났으며, 연령에 따른 교수설계능력에서도 유의미한 것으로 나타났다. 교직경력에 따른 상호작용능력과교실분위기에서 유의미한 것으로 나타났으며, 연수경험에 따른 교수설계 능력과 교실분위기에서는 유의미한 것으로 나타났다.The main purpose of this study is to provide some methods which help to improve the quality of teaching behaviors of integrated classroom teachers. This study involved 93 teachers who are responsible for the physically challenged at elementary schools. For the processing of materials I used spss/win(Ver. 18.0) and dealt frequency for each question with frequency factor and verified X2(Chi-square) in order to find whether there are significant differences among groups. The findings are shown below. Firstly, in terms of sub-level of teaching behaviors of teachers, it has turned out that interaction between teachers and children was good and class environment was smoothly operating but its instructional design and teaching were merely on the average level. And which means that teachers have difficulty in carrying out educational design and its teaching for the disabled who need special requirements. To solve this, necessary resources should be continuously provided to teachers. Secondly, in terms of background of teaching behaviors of integrated elementary classroom teachers, it has proved that whether teachers are men or women determines significant relations between their teaching behaviors and interaction one with children. And from the perspective of the age of teachers,their ages influence positively teaching behavior. And teachers who have long taught students also have significant effects on not only creating desirable class environment but interaction between teachers and children, which seem largely due to a harmonized teaching by long-accumulated experiences and other factors combined. In terms of training experience, it has been shown that such training influences also significant relations between instructional design and the creation of class environment desired.