高中職普通班教師其教師效能之研究─以十二年就學安置為例
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2008
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本研究旨在探討台灣地區「高中職普通班教師其教師效能之研究~以十二年就學安置為例」。本研究採問卷調查研究法，透過文獻探討與問卷調查法，針對高中職任教身心障礙之普通班教師為研究對象，回收且有效問卷為325份，回收率為75.4％。以自編之「高中職普通班教師效能問卷」為研究工具，包括三個分量表：一般教師效能量表、個人教師效能量表、個人專業效能量表；所得資料以平均數、標準差、t考驗及單因子變異數分析等統計方法進行處理。進而，比較各種背景變項在教師效能的差異性，並探討影響教師效能的因素。
研究結果得知：一、高中職教師的教師效能現況為高教師效能趨向。二、高中職普通班教師之教師效能最高的為「一般教師效能」，其次是「個人專業效能」，而「個人教師效能」得分最低。三、就不同背景變項的教師而言，其教師效能表現存在差異；其中以「年齡」、「特殊教育專業背景」與「現任職務」、「任教科別」、「學校規模」及「任教障礙類別」有所差異。四、根據研究結果，提出有關增進高中職普通班教師之教師效能之建議，以期進一步提升高中職融合教育中教師效能的成效。
The puprpose of this study was to explore teacher's efficacy of senior high school teachers in regular classes.in the case of The Twelve-Year Educational Placement Plan for students with disabilities (the 12-Years EPPSD).Questionnaire survey and descriptive methods aided with literature review surveys.were used in the study. There are 325 effective samples recollected in total. The rate of effective questionnaires is 75.45%. The questionnaire consisted of three subtests: (1) the general tacher eficacy (2) the personal teacher efficacy and （3）the personal professional efficacy. The data obtained were dealt with methods of ststistics such as the means, standard deviations, t-test and one-way analysis of variance （ANOVA）, etc. The teacher efficacy was compared across different background variables and contributing factors were explored. The conclusions of the study were as follows：(1) the teacher efficacy of senior high school teachers tended to be high. (2) Personal teacher efficacy of senior high school teachers in regular class was the higest, whereas personal professional efficacy of senior high school teachers in regular class was secondary, and prsonal teacher efficacy of snior hgh shool teachers was the lowest. （3） Different background variables indicated different teacher efficacy. Five background variables (i. e., age, background of special education, field of teaching, size of school, and domains of disabilities in teaching) showed significant differences in teacher efficacy. Based on the outcome of the study, recommendations were proposed to improve teacer efficacy.
The puprpose of this study was to explore teacher's efficacy of senior high school teachers in regular classes.in the case of The Twelve-Year Educational Placement Plan for students with disabilities (the 12-Years EPPSD).Questionnaire survey and descriptive methods aided with literature review surveys.were used in the study. There are 325 effective samples recollected in total. The rate of effective questionnaires is 75.45%. The questionnaire consisted of three subtests: (1) the general tacher eficacy (2) the personal teacher efficacy and （3）the personal professional efficacy. The data obtained were dealt with methods of ststistics such as the means, standard deviations, t-test and one-way analysis of variance （ANOVA）, etc. The teacher efficacy was compared across different background variables and contributing factors were explored. The conclusions of the study were as follows：(1) the teacher efficacy of senior high school teachers tended to be high. (2) Personal teacher efficacy of senior high school teachers in regular class was the higest, whereas personal professional efficacy of senior high school teachers in regular class was secondary, and prsonal teacher efficacy of snior hgh shool teachers was the lowest. （3） Different background variables indicated different teacher efficacy. Five background variables (i. e., age, background of special education, field of teaching, size of school, and domains of disabilities in teaching) showed significant differences in teacher efficacy. Based on the outcome of the study, recommendations were proposed to improve teacer efficacy.
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高中職普通班教師, 教師效能, 十二年就學安置, 身心障礙學生, Senior high school teachers in Regular Classes, teacher's efficacy, 12-Years EPPSD, student with disabilities