國民中學特殊教育教師專業承諾與教師效能之研究

Abstract

本研究旨在瞭解國中特教教師專業承諾與教師效能感受之現況，分析國中特教教師在專業承諾及教師效能上的差異情形，探討國中特教教師專業承諾與教師效能之間的關係。 本研究採問卷調查法，以自編之「國中特教教師專業承諾與教師效能問卷」為研究工具進行普查，研究對象為臺北市國中360名正式特教教師。施測所得資料以描述性統計、效果值檢定及皮爾森積差相關進行統計分析。 研究結果歸納如下： 一、國中特教教師之專業承諾屬於中高程度，並以「專業認同」為最高，「留業傾向」為最低。 二、國中特教教師之教師效能屬於中高程度，並以「建立親師關係的能力」為最高，「與同仁合作協調能力」為最低。 三、國中特教教師因不同年齡、任教班別與特教教師年資，在專業承諾上有顯著差異。 四、國中特教教師因不同年齡與特教教師年資，在教師效能上有顯著差異。 五、國中特教教師專業承諾與教師效能之間有顯著正相關。 最後，根據上述之研究結果，提出相關建議提供實務工作者及後續研究之參考。

The purpose of the study is to understand the situation of special education teachers’ professional commitment and teacher efficacy in junior high school. Analyze the differences in professional commitment and teacher efficacy of special education teachers with different backgrounds in junior high school, and investigate the relationship between professional commitment and teacher efficacy of special education teachers in junior high school. Method of the study is general questionnaire survey. “Special education teachers’ professional commitment and teacher efficacy in junior high school questionnaire” was designed by the researcher as the research tool. The research objects are 360 special education teachers in junior high school of Taipei City. Received data are analyzed by descriptive statistics, effects size, and Pearson product-moment correlation. Summarized results are the followings: 1.The special education teachers’ professional commitment belongs to high level, and “professional recognition” as the highest, “tend to stay in business” as a minimum. 2.The special education teachers’ teacher efficacy belongs to high level, and “building the capacity of parent-teacher relations” as the highest, “coordination in cooperation with colleagues” as a minimum. 3.The professional commitment from special education teachers in junior high school are significantly different, based on differences of their ages, the types of special classes, and years of teaching in special education. 4.The teacher efficacy from special education teachers in junior high school are significantly different, based on differences of their ages, and years of teaching in special education. 5.There are significant correlation between teachers’ professional commitment and teacher efficacy of the special education teachers in junior high school. Finally, based on the above findings, provide relevant recommendations for practical workers and reference of follow-up studies.