潘裕豐林靖芸2019-08-282011-8-152019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0598091306%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91741本研究旨在瞭解特殊教育學校教師助理員的角色期望與角色實踐之間的關係，並據以提出結論與建議。 本研究採用問卷調查法，以「特殊教育學校教師助理員角色期望與角色實踐調查問卷」為研究工具，對國立特殊教育學校教師及教師助理員採立意抽樣方式進行調查，有效問卷317份，問卷可用率達94.91%。分別以平均數、次數分配、百分比、 t考驗、單因子變異數及皮爾遜積差相關等統計方法進行分析。 茲將本研究重要發現分別說明如下： 一、特殊教育學校教師與教師助理員對教師助理員持有「中高度」之 角色期望與角色實踐知覺。 二、特殊教育學校教師助理員之角色期望因「瞭解工作執掌」與「學歷」 的不同而有顯著差異。 三、特殊教育學校教師助理員之角色實踐因「特教服務年資」與「專業 背景」的不同而有顯著差異。 四、特殊教育學校教師助理員角色期望與角色實踐有顯著差異。 五、特殊教育學校教師與教師助理員對教師助理員之角色期望與角色實 踐間皆有顯著差異。 六、特殊教育學校教師助理員角色期望與角色實踐之間呈現「低度至中 度正相關」。 本研究最後進一步針對教育、學行政單位、特殊教育學校教師、教師助理員及未來研究分別提出建議。Study on Role Expectation and Role Performance of Paraprofessionals in Special Education Schools Lin, Ching-Yun Abstract The purpose of this study was to understand the situation between role expectation and role performance of paraprofessionals in special education school and provide conclusions and suggestions accordingly. Questionnaire investigation was adopted. “Questionnaire of role expectation and role performance of teacher assistants in special education school” was the study tool, and purposive sampling was used to investigate teachers and teacher assistants of national special education schools. There were 317 copies of valid questionnaire and the questionnaire efficiency was 94.91%. Statistical methods such as average, frequency distribution, percentage, t-test, one way ANOVA, and Pearson product-moment correlation were used for analysis respectively. The important findings of this study were explained as follows respectively: 1. Teachers and paraprofessionals of special education school had “medium to high” role expectation and role performance perception towards teacher assistants. 2. There was significant difference between the role expectations of special education school paraprofessionals because of different “understanding towards duty descriptions” and “education level”. iii 3. There was significant difference between the role performances of special education school paraprofessionals because of different “years of special education service” and “professional background”. 4. There was significant difference between role expectation and role performance of paraprofessionals in special education school. 5. There was significant difference between role expectation and role performance that teachers and paraprofessionals of special education schools had towards paraprofessionals. 6. “Low to medium positive correlation” was showed between the role expectation and role performance of paraprofessionals in special education schools. Last but not least, suggestions for educational departments, educational administrative departments, teachers and t paraprofessionals of special education schools, and future studies were provided respectively.教師助理員角色期望角色實踐ParaprofessionalRole ExpectationRole Performance