林淑莉 博士陳麗琳2019-08-282009-01-222019-08-282008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0592091316%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91603本研究旨在探究台灣地區國民教育階段身體病弱在家教育巡迴教師需求的情形。研究者透過問卷調查，以台灣地區身體病弱在家教育巡迴教師為研究對象，進行資料收集；回收有效問卷共計169份，透過描述統計、t檢定、單因子變異數分析等統計方式對有效問卷進行資料處理與分析，獲得以下結論：一、身體病弱在家教育巡迴教師整體而言，有其一定的「需求」，其中以「行政支援」的需求程度最高，依序是「專業成長」與「教學輔導」。二、就三個需求向度而言，在「行政支援」向度中，以「女性教師的安全應被考量」的需求性最高；在「專業成長」向度中，以「基本醫學常識的加強」的需求性最高；在「教學輔導」的向度中，以「須注意學生的健康狀態」需求性最高。三、整體問卷之41題題項中，需求性高的前五項依序為：「女性教師的安全應被考量」、「縮小輔導範圍，以減少往返交通時間」、「增加意外險，由政府支付」、「應有明確法條保障在家教育巡迴教師各項權利」、與「原設籍學校須提供學生教科書、教學光碟等學習資源」。四、從不同背景變項來看，男性身體病弱在家教育巡迴教師在「教學輔導」向度上的需求高於女性教師；特教系所畢業的巡迴教師在「行政支援」向度上的需求高於修習特教三十（含二十及四十）學分的教師；專任在家教育巡迴教師在「教學輔導」向度上的需求高於代課教師；服務一~三年的巡迴教師在「教學輔導」向度上的需求高於年資未滿一年的教師；巡迴教師在「教學輔導」向度上的需求東部地區高於北部；北部高於中部；南部高於中部；東部高於中部，而在「行政支援」向度上的需求則是中部高於北部。依據本研究之研究結果及限制，研究者分別針對教育主管機關、學校行政人員及巡迴教師、及未來研究等方面提出建議，以供參考。關鍵字：身體病弱、在家教育、教師需求、巡迴教師The purpose of this study  was  to investigate the needs of itinerant teachers for homebound education of health impairment students in Taiwan. Descriptive statistics, t-test, and one-way ANOVA, and certain other statistical methods are employed to process and analyze the data collected through questionnaire, which was targeted at the teachers providing the services for homebound education and from which 169 valid responses were recovered. Conclusions drawn from the analysis are listed below: 1. There are certain needs for itinerant teachers. Among various needs, administrative support is most needed, which followed with professional development and instruction counseling. 2. Among three dimension, the dimension of administrative supports , the need of “consideration of safety of female teachers” is the highest. In the dimension of professional development, the need for “added basic medical knowledge” is the highest. In the dimension of “instruction guidance” the highest one is “the needs of looking after the health condition of students”. 3. Among the 41 questions for itinerant teachers, the top 5 needs are “consideration of safety of female teachers”, “reducing scope of guidance for reducing time spend”, “government paid casualty insurance”, “specific stipulation for protecting the interests of itinerant teacher” and “students shall be provided by the registered school with textbooks and instruction CD and other learning resources”.4. Because there are many variants such as genders, educational pursuit, teaching experience, and geographic location, every individual itinerant teacher has different degree of needs. Male itinerant teachers, who are in poor health condition, need more support on instruction guidance then female itinerant teachers. Itinerant teachers majored in special education have higher needs from administrative supports than those having only 30 credits (incl. 20 and 40 credits) in special education. In addition, dedicated itinerant teachers require more instruction guidance than substitute itinerant teacher. Itinerant teachers in service for one to three years have higher needs for instruction guidance than younger and less-experienced teacher. Geographically, Eastern Taiwan has higher need in instruction guidance than Northern regions, Northern Taiwan has higher need than Central areas, Southern Taiwan has higher need than Central zone, Eastern Taiwan has higher need than Central area. The need for administrative support of itinerant teachers in Central Taiwan is higher than those in Northern Taiwan. Based on the results and the restriction identified in this research, suggestions are provided for the reference in administration decision, practices and future research. Keywords: health impairment, homebound education, teacher needs,itinerant teachers身體病弱在家教育教師需求巡迴教師health impairmenthomebound educationteacher needsitinerant teachers