特殊教育教師在特教教學現場之幸福感研究

本研究旨在探討台灣北區中等特殊教育教師在特教教學現場的幸福感受。本研究採用調查法進行研究，以陸洛的「中國人幸福感量表」作為研究工具，採用立意取樣進行資料蒐集，總計發出210份，回收問卷210份。問卷經過整理後，以描述性統計、ｔ考驗、單因子多變量變異數分析等統計方式進行分析處理。本研究獲得九項結論如下：一、北區中等教育階段特教老師在特教教學現場的整體幸福感受屬中高程度。二、不同縣市的中等教育階段特教老師對於特教教學現場的幸福感上，有顯著差　　　　異，台北市的特教老師顯著高於基隆併新北的特教老師和桃園市的特教老師。三、不同性別的特教老師在教學現場的幸福感上，有顯著差異，男性顯著高於女性。四、不同年齡的特教老師在特教教學現場的幸福感上，有顯著差異，50歲以上的教　　　師顯著高於30歲以下和40~50歲的教師。五、不同教育程度之老師在特教教學現場的幸福感上，無顯著差異。六、不同教育階段任教的特教老師，在特教教學現場的幸福感上，無顯著差異。七、不同任教年資的特教老師在特教教學現場的幸福感上，無顯著差異。八、擔任不同職務的特教老師在特教教學現場的幸福感的四個構面「樂觀」、「正向　　　情感」、「自我滿足」、「樂天知命」上，無顯著差異，然在「其他」的構面上，　　　有顯著差異，專任教師的幸福感受顯著高於行政與輔導。九、不同班級屬性任教的特教老師在特教教學現場的幸福感上，有顯著差異，特殊　　教育學校任教的老師其幸福感受顯著高於資源班任教的老師。

關鍵字

特教教師；幸福感；教學現場

並列摘要

The purpose of this study is to explore the well-being in secondary special education teacher in teaching . This study deploys a questionnaire methodology, using Lu Luo's "Chinese Happiness Inventory" as a study tool, aiming at special education teacher of junior high school and high school,through purposive sampling with a total of 210 questionnaires distributed and 210 ques-tionnaires received back. The collected data were analyzed by Descriptive Statistics ,t-test, and one-way MANOVA. The result are as followed: 1. The performance of overall well-being in teaching of special education teacher in the second-ary education in Northern Taiwan was medium to high efficacious. 2. In terms of the teachers’ well-being in teaching that there are significant differences in cities. Special education teachers in Taipei City are significantly higher than the one in Keelung-New Taipei and Taoyuan City 3. In terms of teachers’ different genders have significant differences in the well-being of teach-ing . Male is significantly higher than female. 4. In terms of teachers’ different ages have significant differences in well-being of teaching. The teachers that over 50 years old are significantly higher than teachers under 30 and 40 to 50 years old 5. There are no significant difference in teachers’ well-being that in different education levels in special education teaching. 6. There are no significant difference in teachers’ well-being who teach in different education stage. 7. There are no significant difference in teachers’ well-being with different teaching seniority. 8. There are no significant difference in teachers’ well-being of position in "optimis-tic","positive","Emotion","Self-satisfaction".But there is significant difference in “other” as-pect.The full-time teacher’s well-being is significantly higher than administration and tutor. 9. In terms of teachers’ different class have significant differences in well-being of teaching.The teachers that teach in special education school are significantly higher than the teachers who teach in resource classroom.