臺北市特殊教育學校教師幸福感之研究

Abstract

本研究旨在瞭解臺北市特殊教育學校教師幸福感之現況。本研究採用問卷調查方式，以臺北市特殊教育學校學前部、國小部、國中部及高中職部正式且現職之教師為研究對象，使用「臺北市特殊教育學校教師幸福感問卷」為研究工具。 總計發出242份問卷，回收有效問卷221份，回收率達91.32％。所得資料以描述性統計及效果值進行分析。研究發現如下： 一、臺北市特殊教育學校教師的整體幸福感達到幸福程度。 二、臺北市特殊教育學校教師的幸福感以人際關係向度最高；生活滿意及身心健康向度相對較低，但仍屬幸福程度。 三、臺北市特殊教育學校教師以56歲以上、男性、學士畢業、任教高中職部、任教年資25年以上以及兼任行政之教師的幸福感較高。其中不同年齡及不同任教年資達到高強度效果值。

根據研究結果，提出具體建議，俾提供教育行政機關、學校行政單位、特殊教育學校教師以及後續研究做為參考。

The aim of this study was to understand the well-being of special education school teachers in Taipei. The instrument was followed by “Questionnaire on special education school teachers’ well-being”. Total of 242 questionnaires were sent out and 221 were valid. Recovery rate was 91.32％. The data was cross analysed by descriptive statistical analyses and effect size. Following conclusions were drawn out from this study:

1.The well-being of special education school teachers in Taipei the overall sense achieve happiness. 2.The well-being of special education school teachers in Taipei that colleague relationships is highest; life satisfaction and physical/mental health is lower than colleague relationships. 3.The special education school teachers in Taipei, the teachers that over 56 years old, male, Bachelor's graduates, teaches senior and vocational high school level, teaching experience more than 25 years, and administrative staff, the well-being is higher than others. Between the variables, the effect size of teachers that different ages and different teaching experience, the value is large.

Finally, based on the results of this study, the suggestions were provided for educational administrations, school administrations, special education school teachers and correlated studies in the future.