台灣地區不分類巡迴輔導教師支援服務現況與需求調查研究

Abstract

本研究旨在探討不分類巡迴輔導教師支援服務現況與支援服務需求，藉由分析不同背景變項對巡迴輔導教師服務現況程度及支援服務需求程度的差異，以進一步瞭解巡迴輔導教師其支援服務與需求之關聯。研究方法採用問卷調查法，以國內102學年度擔任不分類巡迴輔導班之巡迴輔導教師為研究對象，自編「不分類巡迴輔導教師支援服務現況與需求調查問卷」為研究工具，以隨機抽樣方式發出246份問卷，正式有效問卷為210份，所得資料以百分比、平均數、標準差、t考驗、單因子變異數分析及Pearson積差相關進行處理，研究結果說明如下：

一、巡迴輔導教師所提供的支援服務程度為高提供程度，巡迴輔導教師提供程度最高的是「評量以及其他」，而「教學輔導」則是最低。 二、巡迴輔導教師的支援服務程度因職務、服務區域、服務障礙類別數不同而有所 差異。 三、巡迴輔導教師所提供的支援服務需求程度為高需求程度，需求程度最高為「評量以及其他」，依序分別為「教學輔導需求」、「行政支持需求」。 四、巡迴輔導教師的支援服務需求程度因服務區域、教學年資而有差異。 五、巡迴輔導教師支援服務現況與支援服務需求呈現低度至中度相關，相關程度介於.10至.40之間。

最後，根據研究結果提出具體建議，提供教育行政單位、設有巡迴輔導班級之學校、巡迴輔導教師及未來研究之參考。The purpose of this study was to investigate the degree of supportive status and supportive demands for cross-categorical itinerant teachers. The differences among the degree of supportive status and supportive demands with different background variables were discussed, and the relationship between supportive status and supportive demands were explored. A questionnaire survey was conducted in this research. Cross-categorical itinerant teachers who serve in elementary school and junior high school in Taiwan in the 102th school year were selected as the research subjects. The research instrument was the questionnaire “supportive status and supportive demands for cross-categorical itinerant teachers.”A total of 246 questionnaire were distributed by stratified random sampling and 210 copies were returned and analyzed. The data was analyzed by percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson’s correlation coefficient. The results of this study are as follows:

1. The degree of supportive status for cross-categorical itinerant teachers showed high. The highest level of supportive status was “assessment and others”, whereas the lowest was “teaching”. 2. There were significant differences in supportive status degree of different post, service area, and disability amounts of service. 3. It was revealed that supportive demands for cross-categorical itinerant teachers were highly needed with itinerant services. The highest level of demands with itinerant services was“assessment and others”and“teaching.” The lowest was “administration support.” 4.There were significant differences in the degree of supportive demands with itinerant services of different service area and teaching experience. 5. There was low to moderate correlation between the degree of supportive status and supportive demands with itinerant services. The correlation ranged from .10 to .40.

Finally, based on the research results, recommendations were proposed for educational institutions, school administrators,itinerant teachers, and follow-up studies.