本研究旨在探討國中小特教教師擔任心理評量人員的角色壓力與需求。本研究採問卷調查法,以分層隨機抽樣的方式抽取全臺灣國中小擔任心評人員的特教教師為研究對象,共寄出336份問卷,回收有效問卷為316份。本研究以自編之「國中小特教教師擔任心評人員之角色壓力與需求調查問卷」為研究工具,所得資料以描述性統計、t檢定、單因子變異數分析等進行統計分析。茲將研究結果歸納如下: 一、特教教師擔任心評人員之角色壓力為中等程度,其中「角色負荷」為高度。 二、特教教師擔任心評人員之改善需求程度高。 三、不同的年齡、特教教學年資、心評人員年資、學校地區、心評層級等背景變項上對特教教師擔任心評人員的角色壓力有顯著差異。 四、特教教學年資、任教階段、施測件數、心評層級等背景變項上的不同,對特教教師擔任心評人員的改善需求有顯著差異。 五、特教教師擔任心評人員的改善需求以「簡化心評人員的鑑定業務、步驟與次數」及「各特教教師擔任心評人員的工作適當分配」需求程度最高。 最後本研究依據上述研究結果提出建議,以提供相關教育行政單位與未來研究參考。
The purpose of this study was to investigate the level of the role stress and needs of special education teachers who also involve in diagnosing students with disability using psychometric assessment tools at elementary and secondary schools. A survey research was conducted in this study. Subjects were special education teachers who also involve in diagnosing student disabilities using psychometric assessment tools at elementary and secondary schools in Taiwan. A total of 336 surveys were mailed out, and 316 completed surveys were returned. A self-developed questionnaire, “Investigation of Stress and Needs of Special Education Teachers Involving in Psychological-Assessment” was used to collect data. The data was statistically analyzed using descriptive statistics, t-test, and one-way analyses of variance (ANOVAs). The major conclusions were as follows: 1.Special education teachers participating in psychological-assessment demonstrated a medium level of role stress. 2.Special education teachers participating in psychological-assessment demonstrated a high level of needs. 3.The role stress of special education teachers who also involving in psychological-assessment was influenced by age, years of teaching in special education, years of experience participating in psychological-assessment, school area, and the level of psychological-assessment. 4.The needs of special education teachers who also involving in psychological- assessment were influenced by the years of teaching in special education, grade level taught, the number of students assessed, and the level of psychological-assessment. 5.There were high level needs of special education teachers who also involving in psychological-assessment in “Simplify the identification of the business and the number of steps” and “appropriate allocation of work Finally, according to the above results, several suggestions were offered for the education administrators and researchers.