北北基地區國民中學融合教育班級導師對特殊學生家長親師溝通之研究

A Study on Parent-Teacher Communication between Inclusive Education Classes Teachers and Special Student’s Parents of Junior High School in Taipei-Keelung Region

許茂盛(Mao-Sheng Hsu)

指導教授 ： 林宜玄

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00583

摘要

本研究旨在探討北北基地區國民中學融合教育班級導師對特殊學生家長親師溝通的知覺，並探討不同背景之導師在親師溝通內容、親師溝通途徑及親師溝通障礙因素知覺的差異情形。為達成研究目的，本研究採用問卷調查法，以北北基地區公立國中融合教育班級導師為研究對象，合計發放467份問卷，回收419份，有效問卷409份，有效問卷回收率87.58％。使用描述性統計、獨立樣本t檢定、單因子變異數分析，根據研究資料分析結果，本研究獲致下列結論：
一、導師應與家長優先溝通特殊學生的行為資訊，其次為教學資訊及課業資訊
二、不同性別、任教年資、導師年資之導師對親師溝通內容重要程度的知覺達顯著差異
三、口語溝通及文件溝通是導師對特殊學生家長進行親師溝通的有效途徑
四、不同特教專業背景之導師對網路溝通途徑有效程度的知覺達顯著差異
五、家長個人是造成親師溝通障礙的最主要因素，其次為導師與家長雙方因素
六、不同性別之導師對親師溝通障礙因素的知覺達顯著差異

關鍵字

北北基地區國民中學 ； 融合教育班級導師 ； 融合教育之特殊學生 ； 親師溝通

並列摘要

The research aims to investigate the communication between inclusive education classes instructor and special student’s parents of junior high school in Taipei-Keelung Region. And it explores the differences for different background teachers in communication contents, channels and obstacles. In order to achieve the aims, the use of questionnaire was mainly conducted thought the study. The researcher used the questionnaire to survey inclusive education classes instructors at public junior high schools in Taipei-Keelung Region. A total of 467 questionnaires were delivered and 419 were return, and 409 of them were valid. The return rate is 87.58%. The data was analyzed by using descriptive statistical analysis, independent samples T test and one-way ANOVA. According to the findings, the results were summarized as follows:
1.Teachers should communicate with special student’s parents about behavior at first. Teaching and study are the next.
2.The parent-teacher communication contents are significantly different among different sex, teaching experience and instructor’s experience.
3.Colloquial and documentary communication are valid ways between instructors and parents.
4.Different special education instructors’ attitude toward the ways to valid network communication are significantly different.
5.Parents cause the main parent-teacher communication obstacle. Instructors and parents are the next.
6.Different sex instructors’ attitude toward the parent-teacher communication obstacle factors are significantly different.

並列關鍵字

junior high schools in Taipei-Keelung Region ； inclusive education classes instructors ； special students of inclusive education ； parent- teacher communication

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