國小特殊教育教師生涯轉換至普通班教師之歷程

The Study of Teachers’ Career Transferring Processes from Special Education Class to Regular Class in Elementary Schools

劉雅慧(Ya-Hui Liu)

指導教授 ： 任麗華

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700435

摘要

摘要
本研究目的在探討國小特教教師轉任國小普通班的生涯轉換歷程，研究中採用質性研究結構式訪談法蒐集資料，共訪談五位從特教轉任普通班的老師，訪談資料以紮根理論的編碼方式進行資料分析，所得研究結論如下：
研究結果發現，影響特教老師生涯轉換的因素，並非僅由單一因素所引發，而是許多因素共同作用的結果，其因素有：1、工作負荷量方面：包括體力負荷大、準備教材教具，需額外花時間、教學工作以外的行政雜務繁瑣；2、班級教學方面：包括缺乏成就感、學生異質性大，障礙類型複雜、難以突破工作瓶頸；3、角色壓力方面：包括不被尊重、外界對特教老師的期待低、對特教老師的性別偏見、自感專業能力不足、家人不認同特教工作、工作性質與人格特質不符等；4、個人發展方面：包括專業成長需求不足、行政升遷管道不暢通、個人生涯計畫（先卡位再轉普師）；5、環境方面：包括教學環境差、匱乏被動的學校行政支持；6、人際關係方面：包括被邊緣化、與普通教師互動關係不夠、與教學伙伴不合。
本研究的受訪教師萌生轉任念頭的時間為從事特教工作後三年內，轉任的契機乃因普通班有教師缺額，受訪教師在轉任普通班之前都曾自我評估轉換跑道的優、劣勢，其中共同的優勢為「本身就是該校的老師」，具有優先選擇普師缺額的權利；曾經任教普通班的老師，具有普師經驗也是他（她）們的優勢所在。而其他原因（因教過特殊學生，對普通班的特殊學生更能包容與體諒、善於處理學生行為或學習問題、教學方法與教材設計能力佳等）大致上與特教養成教育及特教工作經驗有相關。對於轉換跑道時所考量的劣勢與困境，受訪教師皆以換個角度去思考的方式解決自己所面臨的問題，均未影響其轉任的想法。而他們轉任時亦受到來自家人或重要他人的支持。
受訪教師轉任後所遭遇的困境主要來自下述五項，包括：1、受訪教師初轉任普通班，心裡易感焦慮緊張；2、學生人數多，難以掌控班級秩序；3、家長推卸教育孩子的責任、質疑老師的專業能力；4、對普通班的課程不熟悉；5、學校辦不完的活動，耗費老師心神、影響上課進度。至於其因應方式，受到受訪教師本身的人格特質影響，而有不同的處理與解決方法，多數問題與困境，受訪教師能積極透過各種管道與方式處理。
本研究的受訪教師提到轉任普通班之後的工作滿意情形包括：更能獲致成就感、有更頻繁的同儕教師互動、感覺更受尊重、能自己獨立帶班、上課節數固定等等。而這些滿意的項目也幾乎彌補了受訪教師在特教工作現場任教的困擾。
本研究的受訪教師有三位表示不會再回特教任職，另兩位則是不排斥或特教環境改善後願意考慮回特教圈。
依據研究結果，分別對如何減少特教教師的異動情形、以及對於特教教師轉任普通班後如何適應新工作兩方面，提出建議供參考。

關鍵詞：國小特殊教育教師、生涯轉換歷程

關鍵字

國小特殊教育教師 ； 生涯轉換歷程

並列摘要

Abstract
The aims of this study were investigate the phenomena of elementary school special education teachers’ career transferring processes to regular class teachers. “Qualitative Method - Structured Interview”approach was applied to collect data. Five teachers who used to be special education teachers but later transferred to teach regular classes were interviewed. The acquired data from interviews were analyzed by grounded theory analyzing skills and the results were:
Factors influencing the teachers’ transferring from special education class to regular class were: 1）heavy working load: physically over-loaded、long working hours and tedious administrative work; 2）class teaching factors: lacking a sense of achievement、the students, types of disabilities varies、teachers encounter working bottleneck; 3）role pressure factors: not been respected、people have low anticipation to special education teachers、gender bias、teachers themselves also feel lacking professional confidence; 4）individual professional development factors: the channels of professional growth can’t satisfy the participants、lack of promotion opportunity and individual career plan、the family members do not approve work value、work does not accords with personality; 5）environmental factors: the teaching environment is undesirable、not supported by school administrators; 6）interpersonal relationship factors: to be isolated、aloof interpersonal relationship with colleagues and teaching partner.
The participants start having the thought of job transferring after working as a special education teachers for three years. The key turning point for these five participants was that when they knew there were opportunities for them to become regular class teachers, they grasped the opportunities. Before they start the job transferring, they judged the advantages and disadvantages of their transfer. The participants’ family members or significant others also supported their decision for transferring from special education teachers to regular teachers.
The problems from special education teachers transferred to regular teachers were: 1）felt anxious when they first taught in regular class; 2）hard to manage good class order; 3）parents do not fulfill their parental role、also challenged teachers’ teaching ability; 4）not familiar with regular class curriculum; 5）too many school activities consumed teachers’ spirits and affect teaching schedule. As for these situations, there are difference solutions between special education teachers under the personality special characteristic influence. Special education teachers can constructively attend to most problems and corners with difference ways and methods.
Although having difficulties, these transferred teachers also experience positive job satisfaction, these include: 1）having good sense of achievement; 2）good interpersonal relationship with colleagues; 3）more been respected; 4）can teach the class independently without teaching parters; 5）can work in regular class hours. These satisfactory objects almost compensate those special education teachers’ corners in special education.
Three teachers do not plan to return as special education teachers, the other two do not mind to be special education teachers again if the environment been improved.

Kewords：Elementary school special education teachers、Career transferring processes

並列關鍵字

Career transferring processes ； Elementary school special education teachers

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