特殊教育心理評量教師鑑定工作困擾與可能解決方式之研究—以桃園市為例

A Study on the Work-related Distress and Solutions for Psychological Assessment Teachers of Special Education：An Example of Taoyuan City

王照之(Chao-Chih Wang)

指導教授 ： 鄭淑芬

中原大學/人文與教育學院/特殊教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800007

摘要

本研究以任教於桃園市國中小之特殊教育心理評量教師為研究對象，探討桃園市心評教師在鑑定工作上之困擾與可能之解決方式。研究者自編「特殊教育心理評量教師鑑定工作困擾與可能解決方式量表」，採李克特式(Likert-style)五點量表為計分方式，共計發放100份正式量表並全數回收，並以描述性統計、獨立樣本t考驗、單因子變異數分析等統計方式進行資料分析，並於量表中加入開放性問題以收集質性資料。本研究結果整理如下：

一、鑑定工作困擾部分：在心評教師工作負荷、行政運作與資源分配、福利與回饋向度中，困擾程度介於「普通困擾（3分）」至「很困擾（4分）」之間，在心評教師專業知能、溝通協調、心評制度與全量表中，困擾程度介於「較少困擾（2分）」至「普通困擾（3分）」之間。
二、鑑定工作困擾可能解決方式的部分：在福利與回饋、心評教師工作負荷、心評教師專業知能、行政運作與資源分配與全量表中，解決方式認同程度介於「同意（4分）」至「非常同意（5分）」之間，在心評制度與溝通協調向度中，解決方式認同程度介於「普通（3分）」至「同意（4分）」，較接近「同意」。
三、不同背景變項之心評教師鑑定工作困擾的差異情形：在各向度及全量表之鑑定工作困擾程度不因教育程度、任教年資、任教學校區域、鑑定個案件數與特殊教育班級數而有所差異，但不同的性別、心評年資、心評階級、現任職務與任教階段有顯著差異。
四、不同背景變項之心評教師鑑定工作困擾可能解決方式的差異情形：在各向度及全量表之鑑定工作困擾可能解決方式之認同程度不因性別、任教年資、現任職務、任教學校區域、鑑定個案件數與特殊教育班級數而有所差異，但不同教育程度、心評年資、心評階級與任教階段有顯著差異。

最後，研究者根據上述研究結果，分別針對教育主管機關、各級學校單位、心理評量教師及未來研究者提供建議。

關鍵字

特殊教育心理評量教師 ； 特殊教育學生鑑定 ； 工作困擾 ； 解決方式

並列摘要

The purpose of this study was to explore the work-related distress and solutions for psychological assessment teachers of special education at elementary and junior high schools in Taoyuan City. The researcher developed a self-report inventory for investigating work-related distress and solutions. A total of one hundred participants completed the inventory. The quantitative data was analyzed through descriptive statistics, independent-samples t-test and one-way ANOVA. Also, the open ended questions designed in the inventory were used to collect qualitative data. The results of this study were as follows:

1.The study revealed high levels of work-related distress for psychological assessment teachers of special education in the areas of the work overload, the administrative operations and resource allocation, and the welfare. However, it showed medium levels of work-related distress in the areas of the expert knowledge, the communication and coordination, and the psychological assessment system.
2.The psychological assessment teachers of special education strongly agreed with the solutions in the areas of the welfare, the work overload, the expert knowledge and the administrative operations and resource allocation. Also, the study showed high levels of agreement in the areas of the psychological assessment system and the communication and coordination.
3.For the comparative analyses of work-related distress, the significant differences were found for sex, years and the level of being psychological assessment teachers of special education, position and educational stages. However, the other variables, such as educational level, years of teaching, school locations, the number of cases and the number of special educational classes did not attain statistically significant.
4.For the comparative analyses of solutions, the significant differences were found for educational level, years and the level of being psychological assessment teachers of special education and educational stages; whereas, the other variables, such as sex, years of teaching, position, school locations, the number of cases and the number of special educational classes did not attain statistically significant.
Finally, the findings have important implications for policy and practice for the local education authority, and the psychological assessment teachers of special education as well for future research.

並列關鍵字

psychological assessment teachers of special education ； assessment and diagnosis of special educational students ； work-related distress ； solutions

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