國民中學教師對就讀普通班視障生支持服務滿意度之研究

Abstract

本研究旨在瞭解台灣地區國民中學視障生教師其支持服務滿意度調查研究。本研究採問卷調查法，針對現任國民中學視障生之教師為研究對象，有效樣本232名，以自編之「國民中學教師對就讀普通班視障生支持服務滿意度調查問卷」為研究工具，將所得資料利用描述性統計、t考驗、單因子變異數分析等方式進行分析，主要結果如下： 一、 國民中學教師對就讀普通班視障生支持服務內容提供現況滿意程度情形部分，整體與各向度上的現況滿意度屬中等以上的滿意程度；國中視障生教師現況滿意程度高低依序為專業人員支持、行政支持、課程與教學支持、家長支持。 二、 國民中學視障生教師其整體支持服務滿意度不因性別、教學年資等教師背景變項之不同而有所差異。 三、 國民中學視障生教師其整體支持服務滿意度因職務、特教知能等教師背景變項之不同而有所差異。 四、 國民中學視障生教師其整體支持服務滿意度不因學校規模、任教地區等環境背景變項之不同而有所差異。 五、 國民中學視障生教師其整體支持服務滿意度因有無設置身障班、學生障礙程度等環境背景變項之不同而有所差異。 最後根據研究結果提出建議，以提供教育行政機關、學校行政單位及未來相關研究之參考。

This study aimed to explore the satisfaction of teachers of visually impaired students in junior high schools with supportive services. A questionnaire survey was performed on current teachers of visually impaired students in junior high schools, and 232 valid samples were obtained. The self-redacted “Questionnaire on satisfaction of teachers of visually impaired students in junior high schools with supportive services” was adopted as the major research tool. The data were analyzed with descriptivestatistics, t-test, and one-way ANOVA. The major findings include: 1. The satisfaction of the teachers of visually impaired students in junior high schools with the current provision of supportive services was above the immediate level in all perspectives. The ranking of satisfaction with these perspectives is as follows: support of professionals, administrative support, curricular and teaching support, and parental support. 2. The teachers’ satisfaction with supportive services was not affected by gender and duration of service. 3. Tthe teachers’ satisfaction with supportive services was affected by position and knowledge about special education. 4. The teachers’ satisfaction with supportive services was not affected by scale and region of the school. 5. The teachers’ satisfaction with supportive services was affected by the arrangement of a special class for students with impairments and students’ degree of impairments. Finally, based on the research findings, suggestions were proposed as a reference for the administrative authority concerned, school administration, and future studies.