啓智班教師與家長對智能不足學童教育態度之研究

Educational Attitudes among Teachers and Parents of Mentally Retarded Students

李芃娟(Pone-Chuan Lee)

《特殊教育與復健學報》 2期 (1992/07) Pp. 97-131

摘要

本研究旨在探討啟智班教師與學生家長對智能不足學童教育態度的差別情形。以自編「啟智教育態度量表」對全省132所設有啟智班之國民小學教師與學生家長1506人進行調查，並進一步瞭解啟智班教師的性別、任教年資、學歷、專業訓練情形與其啟智教育態度的相關，及家長社經地位與其啟智教育態度之相關。本研究所使用之統計分析方法包括：次數分配、t考驗、變異數分析、皮爾遜相關及因素分析法。研究結果發現：一、啟智班教師與家長在教育價值、課程內容、教導方式三個向度及總合啟智教育態度上有顯著的差異，在啟智教育安置向度上則無差異。而且教師與家長對啟智教育態度皆持正向看法。二、啟智班教師性別與其啟智教育態度並無顯著差異。從事啟智班教學之教師以女生教師居多（男：女=1：4.7）。三、啟智班教師於啟智教育的任教年資與其教育態度並無顯著差異；其啟智教育任教年資以服務未滿五年者最多佔75%。四、啟智班教師的學歷與其啟智教育態度間並無明顯的差異。而啟智班教師的學歷背景以師範專科學校畢業者最多佔51.2%。五、啟智班教師各項專業訓練背景與其啟智教育態度，在教育價值和教導方式向度上達顯著差異，在教育安置、課程內容二個向度及總合啟智教育態度上則未達顯著差異。啟智班教師的專業訓練背景，以修習二十個特殊教育學分者最多佔53%。六、啟智班學生家長的社經地位與其啟智教育態度達顯者差異。智能不足學生家長多為低社經地位（66%），高社經地位者僅佔34%。

並列摘要

The purpose of this study was to investigate the differences on educational attitudes between teachers and the parents of mentally retarded students. An ”Attitude Scale for the Education of Mentally retarded” was developed and administered to 1506 teachers and the parents of the mentally retarded attending the special classes of elementary Schools.The relationships between teachers' educational attitudes and gender, teaching experience, academic background, and professional training, as well as the relationship between parents' educational attitudes and thier socio-economic status were investigated.The Data analysis methodologies employes applied in this study are frequency distribution, t-test, analysis of variance, the Pearson correlation and factor analysis. The results of this study are summarized as follows:1. Of the four categories in educational attitudes, scroes in educational value, curricular content, and teaching trait were significantly different between the parents group and the teachers group. However, no significant difference was observed between these two groups in the attitudes toward educational placement. Moreover the total scores in educational attitudes were not significantly different between teachers and parents.2. The difference between educational attitudes and the gender among teachers of the mentally retarded students was insignificant. The ratio of femal teachers to male teachers in mentally retarded education was 4.7 to 1.3. No significant difference was revealed between the teachers' educational attitudes and their teaching experience with the mentally retarded. About 75% of the teachers had a teaching experience of less than five years.4. No significant difference was shown between the teachers' educational attitudes and their academic background. A majority of the teachers (51.2%), had teachers college degree.5. Significant differences between the educational value and the teaching trait, which are in the category of educational attitudes, and professional training were found. The difference between professional training and the attitudes toward educational placement and curricular content, were insignificant. There was significant difference between total educational attitudes and the teacher's professional training. Among various professional trainings, short term certification programs were taken by the majority of the teachers. majority6. There was significant difference between educational attitudes and the socio-economic status of parents of the mentally retarded students. Most parents were low socio-economic status (66%). However, only 34% were high socio-economic ststus.