國民中學身心障礙集中式特教班導師班級經營策略與效能之研究

Abstract

本研究旨在探討國中身心障礙集中式特教班導師班級經營策略與效能之現況，並分析兩者之關聯性以及可能的影響因素。研究方法採問卷調查法，以研究者自編之「國中集中式特教班導師班級經營策略與班級經營效能問卷」為工具，研究樣本為新北市公私立國中集中式特教班導師。本研究共發出問卷107份，回收問卷104份，問卷回收率達97.2%。調查資料以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析、積差相關等統計方法進行資料處理，研究結果如下： 一、國中集中式特教班導師班級經營策略整體實施程度佳。 二、國中集中式特教班導師的班級經營效能佳。 三、國中集中式特教班導師之班級經營策略，會因導師「婚姻狀況」、「特教專業 背景」不同而有顯著差異。 四、國中集中式特教班導師之班級經營策略，會因「學校位置」不同而有顯著差 異。 五、國中集中式特教班導師之班級經營效能，會因導師「婚姻狀況」不 同而有顯著差異。 六、國中集中式特教班導師之班級經營策略與班級經營效能有顯著相關。 根據研究所得之結論，分別對特教班導師、教育主管單位及未來研究提出建議，做為提高班級經營效能之研究與實務之參考。The purpose of this study was to explore the classroom management strategies and the classroom management effectiveness of the tutors of self-contained special classes in junior high schools and to examine the relationships and factors related to the strategies used and effectiveness. This study employed the questionnaire survey. In this survey, a self-developed questionnaire, The Junior High School Self-contained Special Class Tutors’ Classroom Management Strategies and Classroom Management Effectiveness Scale, was sent to all tutors of self-contained special classes in public and private junior high schools in New Taipei city by mail. The questionnaires were sent to 107 participants and 97.2% of them responded (104 participants). The information obtained were analyzed by using the mean, standard deviation, t-test, one-way analysis of variance (ANOVA) and Pearson correlation analysis, etc. The main results of the study were as follows: 1. The tutors of self-contained special classes in junior high school had used classroom management strategies quite well. 2. The tutors of self-contained special classes in junior high school had demonstrated good classroom management effectiveness. 3. There were significant differences among the marital status, and professional education background for classroom management strategies. 4. There were significant differences among the school locations for classroom management strategies. 5. There were significant differences among the marital status for classroom management effectiveness. 6. There were significant correlations between classroom management strategies and classroom management effectiveness of the tutors of self-contained special classes in junior high school. On the basis of the findings, implications for the tutors of special education class, administrative, and the further research are suggested.