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The Survey of Dual-homeroom-teachers of Self-contained Special Classes in Junior High Schools in Two Taipei Cities
cooperation modes of teachers
junior high school
self-contained special class
The study aimed to explore the newly implementation of the dual-homeroom-teacher (DHT) of self-contained special classes (SSC) in junior high schools, and the benefits and problems caused by the new system, and teachers’ attitude toward the new system. The self-conducted questionnaires rated by the homeroom-teachers of SSC and the chief of special education section in junior high schools in Taipei and New Taipei cities: " Questionnaire of the implementation of the dual- homeroom-teacher system of self-contained special education classes in junior high school (Teacher Version)" and "Questionnaire of the implementation of the dual- homeroom-teacher system of self-contained special education classes in junior high school (Administrative staff version)". Followed with the survey, a focus group supplemented to obtained the context information with ” the Outlines of the focus group of the dual-homeroom-teacher system of self-contained special classes in junior high school ". The questionnaire data of administrative staff version was obtained 55 schools, the effective response rate was 94.8%, and teacher version was obtained 172, the effective response rate was 91.5%. Then two teachers in the same SSC were united in a DHT unit to be analyzed. To answer the research questions, descriptive statistics and chi-square test were utilized to obtain the result. The major results were concluded as following： 1. The teaching hours of homeroom teachers in the SSC in most schools were not reduced after the taxation of government employee in Taiwan. The rules of the DHT were implemented in flexible way and varied with schools; however, the insistence to ensure the quality of education students was found among it. 2. The cooperative mode of DHT was found mainly to work as a team, but it remained slightly different with the situation and backgrounds of teachers. 3. Most of teachers agreed that the interaction between two homeroom teachers was positive relationship by sharing out the work and helping one another, and that communication is the most important. 4. Most schools did not adjust the facilities in the offices and classrooms due to DHT. 5. Most teachers admitted the benefits of DHT, including emotional partners, reducing stress from work, improving professional competences, the better quality of care and education of special student. 6. The problems bothering most teachers in DHT were inconsistent classroom management or approaches between teachers, more time for coordination, loopholes between teachers, lack of implementation model for DHT. 7. Most teachers were willing to serve as a homeroom teacher, and improved their willingness because of DHT. Teachers who supported DHT were significantly more than teachers who supported the single-homeroom- teacher. Implications for the administrative , schools、special education teachers ,and the further research are recommended on the basis of the findings.
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