北部地區國中特教班雙導師合作關係與教師效能感之研究

Abstract

本研究旨在了解北部地區國中特教班雙導師合作關係及教師效能感的現況，並探討導師合作關係與教師效能感之關係。研究採用問卷調查法，以自編之「北部地區國民中學特教班雙導師合作關係及教師效能感調查問卷」為研究工具，以北部地區八縣市一般國中特教班導師為研究對象，採立意取樣選取樣本，共計發放200份問卷，回收181份問卷，回收率90.5%，有效問卷為164份。所得研究資料以SPSS統計軟體進行描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關等方法進行分析。茲將研究結論歸納如下： 一、特教班雙導師合作關係為中等偏高程度，各向度不一致，在「人 際溝通與協調」向度的合作情況較親密，「教育理念」向度次之、 「工作分配」向度分數最低。 二、特教班學生導師之教師效能感為中上程度，以「個人教學效能」 最佳，其次依序為「與同仁的合作與協調」、「自我調適與要求效 能」、「與家長建立親師關係效能」、「問題解決效能」，而「取得 學校行政配合與支援效能」的表現相對最低。 三、特教班雙導師的合作關係，因不同教師資格而有所差異；但不因 性別、年齡、特教專業背景、教學年資、單導師年資、雙導師年 資而有差異。 四、特教班導師之教師效能感程度，會因年齡、特教專業背景、教學 年資、雙導師年資不同而有差異；但不因性別、單導師年資而有 差異。 五、國中特教班導師的整體及各向度之教師效能感與整體及各向度教 師合作關係皆為顯著正相關。 根據本研究之研究結果提出建議，以提供教育行政機關及師資培育機構、學校相關人員、特教教師及未來研究之參考。The purpose of this study was to examine dual homeroom teachers’ partnership and self-efficacy as well as their relationship in self-contained special classes in junior high schools of northern Taiwan. The method of this study was the questionnaire survey. Two hundred copies of researcher-designed questionnaire were purposively sampled and distributed to 200 dual homeroom teachers, the response rate was 90.5%, and 164 copies were valid for further procedure. The data were analyzed with the software package SPSS for windows(version 22.0), and descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis were performed. Major findings are as follows: 1. An average degree of dual homeroom teachers’ partnership was closed, with variant dimensions of partnership. Among them “interpersonal communication and coordination” were most closed dimensions by teachers, with “work of assignment” the less involved. 2. These teachers’sense of self-efficacy was above average, with “teaching efficacy” being the strongest dimension and “obtaining with school administration and support”the weakest one. 3. Significant differences of dual homeroom teachers’ partnership were indicated in relation to factors such as “qualification of teacher”. 4. Significant differences of teachers’sense of self-efficacy were indicated in relation to factors such as age, educational background, years of teaching, years of dual homeroom teacher. 5. In general, the stronger the teachers’ sense of self-efficacy, the closer the degree of dual homeroom teachers’ partnership. Finally, based on the research results, recommendations aer proposed for educational institutions, school teachers, special education teacher, and future studies.