啟智類特殊教育學校國中部休閒領域任課教師應具備專業能力之研究

Abstract

本研究在探討台灣地區公立啟智類特殊教育學校國中部休閒教育領域教師應具備的專業能力，依不同背景變項統計變數對教師在休閒教育專業能力的重要度與具備度分析。針對十二所啟智類特殊教育學校發放問卷110份，回收有效問卷103份，回收有效率為93.6﹪。問卷包括個人基本資料與專業能力二個部分，所得資料經描述性統計、單因子變異數分析及Turkey法事後檢定等統計方法分析資料，得到結果歸納如下：(一)12所設立國中部啟智類特殊教育學校有75班，休閒領域任課教師共131人，4校採分科教學，教師最高學歷為特殊教育背景總人數為59人，佔全體任課教師57.28％；(二)共有62項專業能力為任課教師所認定重要，42項專業能力達具備程度；（三）女性教師專業能力的重要與具備度上優於男性教師；特殊服務年資16-20年在專業能力重要與具備程度優於其他教師；（四）教師年齡與擔任職務在重要度與具備程度上差異性不大；（五）分科教學教師中，除體育授課教師在體育專業能力具備度平均低於其他任課教師外，其餘分科教學教師在自己的專業能力具備度平均較其他教師高。

The purpose of this study was to investigate the professional abilities of the teachers who teach recreational education to the junior high students in the special school for with intellectual deficiency, and to analyze the differences on the degree of importance and readiness of the professional abilities among teachers with different demographic background. One hundred and ten questionnaires were sent to 12 special schools, and 103 effective were questionnaire retrieved. The return rate was 93.6%. Questionnaire included personal information and questions of professional abilities. Descriptive statistics, One-way ANOVA and Turkey method were used to analyzed the data. The results were as follows: (1) There were 75 classes, 131 teachers who taught recreational education courses in junior high at 12 school special schools for students with intellectual deficiency. Among them, 4 schools adopted courses classified teaching. The highest educational background of 59 teachers, 57.28% of 131 teachers, was special education. (2) Sixty-two items of professional abilities were regarded as important, while 42 items were regarded as qualified. (3) Female teacher's professional abilities were superior to male teachers on the degree of importance and readiness; the professional abilities of teachers with working 16-20 years were superior to other teachers. (4) The discrepancy of importance and readiness among teachers’ different ages and different positions were not significantly different. (5) Among the adopted courses classified teaching teachers, readiness of physical education teachers was lower than others; adopted courses classified teaching teachers’ professional readiness was averagely higher than other teachers.