桃園市學前融合班教師對融合教育實施看法與工作壓力之調查研究

本研究旨在探討桃園市學前融合班教師對實施融合教育之看法與工作壓力，並比較不同背景變項的學前融合班教師對實施融合教育的看法與其工作壓力之差異情形。本研究以桃園市立案之公立、私立與非營利幼兒園中實際安置有特殊教育需求且有接受巡迴輔導之學生的學前融合班教師為研究對象，採線上問卷調查方式，以自編之「學前融合班教師對實施融合教育看法與其工作壓力問卷」為研究工具；線上問卷共有576位受試者造訪問卷網頁，有效樣本共377份。將問卷調查所得之資料以描述性統計、t檢定、單因子變異數分析與雪費法事後比較進行分析處理，根據研究結果歸納以下結論：一、桃園市學前融合班教師對融合教育之看法呈現正向反應。二、桃園市學前融合班教師實施融合教育的工作壓力呈現中等偏高的程度。三、不同的背景變項之桃園市學前融合班教師對融合教育看法有顯著差異： (一)「有修過特教學分」的桃園市學前融合班教師對「融合教育的益處」看法同意程度高於「無修過特教學分」的桃園市學前融合班教師； (二)教育工作年資「未滿5年」桃園市學前融合班教師對融合教育的看法同意程度高於「滿5年未滿15年」的桃園市學前融合班教師； (三)「願意」繼續擔任融合班教師的桃園市學前融合班教師，其在看法分量表與三個因素層面之同意程度皆高於「不願意」的桃園市學前融合班教師； (四)任教於桃園市「東區」的學前融合班教師，對「融合教育的益處」與「特教生的責任感」之同意程度高於任教於桃園市「北區」的學前融合班教師； (五)任教幼兒園型態為「公立幼兒園」桃園市學前融合班教師對「特教生的責任感」同意程度高於「私立或非營利幼兒園」。四、不同背景變項的桃園市學前融合班教師對實施融合教育的工作壓力有顯著差異： (一)年齡在「40歲以上」的桃園市學前融合班教師對「社會支持度不足的壓力」高於「未滿30歲」的桃園市學前融合班教師； (二)學歷為「碩士（含以上）的桃園市學前融合班教師在「工作負荷與班級經營的壓力」高於「大學（含以下）」的教師； (三)「無修過特教學分」的教師在「特教專業知能不足的壓力」高於「有修過特教學分」的學前融合班教師； (四)教育工作年資「滿15年以上」的桃園市學前融合班教師在「社會支持度不足的壓力」高於「未滿5年」的桃園市學前融合班教師； (五)教導融合班之年資「未滿1年」的桃園市學前融合班教師在「特教專業不足的壓力」高於「滿5年至未滿15年」的桃園市學前融合班教師，且「滿5年至未滿15年」的桃園市學前融合班教師「特教專業不足的壓力」高於「滿15年以上」的桃園市學前融合班教師； (六)「不願意」繼續擔任融合班教師的學前融合班教師，其「工作壓力分量表」與各因素層面的工作壓力皆較「願意」的教師高； (七)任教於桃園市「公立幼兒園」的學前融合班教師，其在「工作壓力分量表」以及「工作負荷與班級經營的壓力」高於「私立或非營利幼兒園」的桃園市學前融合班教師； (八)任教班級中特教生人數為「3人以上」的桃園市學前融合班教師，其「工作負荷與班級經營壓力」，高於特教生人數為「1人」的桃園市學前融合班教師。最後依據研究結果提出建議，以提供教育行政機關、師資培育機構、學前融合班教師以及未來相關研究之參考。

關鍵字

學前；學前融合班教師；融合教育；工作壓力

並列摘要

The purpose on this study was to explore the preschool inclusive education teachers’ perspectives and pressure of inclusive education in Taoyuan City and to compare the differences of their perspectives and pressure between the variables of preschool inclusive education teachers’ background. The research subjects of this study are the preschool inclusive education teachers who worked in the public, private and non-profit kindergartens in Taoyuan City and their class have actually placed students with special educational and itinerant consultation service’s needs. Our method was used an online questionnaire. The self-made questionnaire named “The survey of preschool inclusive education teachers’ perspectives and pressure” was used as our research tool. There were 576 people visited the online questionnaire, and 377 valid samples. We analyzed and processed the data which obtained from the questionnaires’ survey by descriptive statistics, independence t-test, one-way ANOVA and Scheffe's posterior comparisons. According to the research result, we summarized in the following conclusions: 1. The perspectives of preschool inclusive education teachers in Taoyuan City presented a positive reaction. 2. The working pressure of preschool inclusive education teachers in Taoyuan City presented medium-high level. 3. The preschool inclusive education teachers’ perspectives of inclusive education were significantly different at the variables of their background. (1) Preschool teachers who “had earn credits of special education” had a higher level of consent to “benefits of inclusive education” than the preschool teachers who “didn’t”. (2) Preschool teachers who taught “less than 5 years” with a higher level of consent to the perspectives of inclusive education than the preschool teachers who taught “more than 5 years and less than 15 years”. (3) “Willing” to continue to be a preschool teacher of inclusive education with a higher level of consent to the perspectives of inclusive education than “unwilling”. (4) The preschool teachers who taught at “east district” in Taoyuan City with a higher level of consent to “benefits of inclusive education” and “responsibility on students with special education needs” than the preschool teachers who taught at "north district " of Taoyuan City. (5) The preschool teachers who taught in public kindergartens with a higher level of consent to “responsibility on students with special education needs” than preschool teachers who taught in private and non-profit kindergartens. 4. The preschool teachers’ pressure of inclusive education were significantly different at the variables of their background. (1) The preschool teachers who were “over 40 years old” had higher pressure than preschool teachers who were “under 30 years old”. (2) The preschool teachers’ who had “master degree (or higher)” had higher “pressure of workload and classroom management” than the preschool teachers who had “bachelor degree (or lower)”. (3) Preschool teachers who “didn’t earn credits of special education” had higher “pressure of inadequate to special education knowledge” than the preschool teachers who “had”. (4) The preschool teachers who taught in inclusive classroom “over than 15 years” had higher “pressure of inadequate to social support” than preschool teachers who taught in inclusive classroom “less than 5 years”. (5) The preschool teachers who taught “less than 1 year” had higher pressure on “pressure of inadequate to special education knowledge” than teachers who taught “5 years but less than 15 years”. And teachers who taught “5 years but less than 15 years” had higher pressure on “pressure of inadequate to special education knowledge” than teachers who taught “over 15 years”. (6) “Unwilling” to continue to be a preschool teacher of inclusive education had higher pressure than the teachers who were “willing”. (7) The preschool teachers who taught in public kindergartens had higher “pressure of workload and classroom management” than preschool teachers who taught in private and non-profit kindergartens. (8) The preschool teachers whose classroom had “more than 3” students with special education needs had higher pressure than “1”. Finally, based on the research results, some suggestions are proposed to the educational administrations, the teacher training institutions, the preschool inclusive teachers and the follow-up researchers.