高雄市國小特教教師實施性別平等教育現況調查之研究

Abstract

本研究旨在探討高雄市國小特教教師對性別角色刻板印象程度及實施性別平等教育之現況。本研究係採問卷調查法，選取高雄市之國小特教教師共200位為調查樣本進行研究，回收問卷為184份，回收率為92％，可用問卷175份，可用率為95％，所獲得之資料以描述性統計、t考驗、卡方考驗及單因子變異數分析等統計方法進行分析。 根據文獻探討與研究結果，可歸納結論如下： 一、國小特教教師對於性別角色的刻板印象程度不高。 二、大多數的國小特教教師均曾對身心障礙學生實施性別平等教育。 三、國小特教教師對性別角色刻板印象程度會因教師的性別、任教區域而有顯著差異。 四、國小特教教師在實施性別平等教育時會因教師的特教背景、任教班別、任教區域、特教年資、進修狀況而有顯著差異。 最後，根據上述研究結果，本研究針對教育行政機關、學校及教師、未來研究等方面提出相關之建議。

The purpose of this study is to address the status in the extent to which special education teachers have gender stereotype and the practice of the gender equity education in Kaohsiung. This study adopts the questionnaire survey method. The study uses elementary school’s special education teachers as sample and the sample size is 200. Of the 200 questionnaires, 184 questionnaires are replied with the reply rate of 95%. Of those replied questionnaires, 175 of them are valid with the validity rate of 95%. The collected data is analyzed by such statistical methods as descriptive statistics, t test , chi square test and single factor ANOVA. Based on the literature review and the result from study, the following conclusion can be reached. (1)The extent to which special education teachers in elementary schools have gender stereotype is not high. (2)Most special education teachers in elementary schools once implemented the education of gender equity to students with mental and physical disabilities. (3)Regarding the extent to which special education teachers in elementary schools have gender stereotype, there is a significant difference which depends on teachers’ gender and the districts where they teach. (4)When special education teachers implement the education of gender equity, there is a significant difference which depends on the teachers’ background in special education, the classes in which they teach, the districts in which they teach, their experience in special education and education status. Finally, based on the study result above, this study makes some related suggestions regarding the executive institutions of education, schools and teachers, and further studies in the future.