綜合職能科教師培養學生工作社會技能現況之研究

A current status of comprehensive vocational subject teachers cultivate job-related social skills for students

朱尹安(Yin-an Chu)

指導教授 ： 張蓓莉

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2011年)

摘要

本研究目的在探討北部地區綜合職能科教師在培養學生工作社會技能的現況，並比較不同背景變項（性別、任教學校體制、教師資格類別、特教專業背景）及不同任教經驗（綜職科任教年資、職場實習教學年資、一般科目教學年資、職業科目教學年資及擔任綜職科導師年資）教師培養頻率的差異。研究採問卷調查法，研究對象為203位北部地區（臺北市、基隆市、新北市、桃園縣、新竹縣市、苗栗縣、宜蘭縣）任教於綜職科之合格教師。研究工具為「綜合職能科教師培養學生工作社會技能現況調查問卷」，分為兩個向度與七個項目，其中在「基本工作社會技能」向度下包含「適當的穿著與衛生習慣」、「合宜的舉止」、「守時與出席」、「合宜的應對」等四個項目；「進階工作社會技能」向度下包含「工作責任」、「合作表現」、「接受批評與情緒管理」等三個項目。資料分析採次數分配、百分比統計、t考驗、F考驗及Scheffé法事後比較，歸納研究結論如下：
一、不同向度的工作社會技能中，教師們較常培養「基本工作社會技能」，而較少培養「進階工作社會技能」。不同項目部份，教師會較常培養「適當的穿著與衛生習慣」、「合宜的舉止」、「守時與出席」、「合宜的應對」和「工作責任」；較少培養「合作表現」和「接受批評與情緒管理」。
二、不同任教學校體制、性別、教師資格類別及特教專業背景的教師皆較少培養學生「合作表現」和「接受批評與情緒管理」等項目之工作社會技能。
三、不同任教一般科目、職場實習、職業課程及擔任導師經驗之教師皆較少培養學生「合作表現」和「接受批評與情緒管理」等項目之工作社會技能。
四、兼具一般及特教教師資格的教師在整體工作社會技能的培養頻率顯著較僅有一般教師資格的教師高。
五、擔任導師及教學年資較淺或是未曾有任教過職業、一般或實習科目的教師，在工作社會技能的培養頻率顯著較資深、有經驗的教師低。
六、不同教師資格類別、特教專業背景與一般科目、職場實習、職業課程教學及擔任導師經驗的教師在培養學生「守時與出席」一項的頻率有顯著差異。

關鍵字

工作社會技能 ； 綜合職能科教師 ； 職業教育 ； 教師任教經驗 ； 問卷調查

並列摘要

The purpose of this study is to investigate the situation of comprehensive vocation subject teachers’ cultivation of job-related social skill with students. Besides, it compares teachers of different background variables (genders, systems of the school, classifications of teacher qualifications, background of special education knowledge) and different teaching experiences (teaching in comprehensive vocation subjects, teaching vocational practice courses, teaching general courses, teaching vocational courses, being a tutor)with the differences of cultivating job-related social skills.
The self-designed questionnaire was used to survey on 203 qualified comprehensive vocation subject teachers in north area (Taipei City, Keelung City, New Taipei City, Taoyuan County, Hsinchu County, Miaoli County, Yilan County). The questionnaire can be divided into two dimensions and seven items, under the “basic job-related social skills” dimension that includes four items: appropriate apparel and well- hygiene, appropriate behaviors, punctuality and attendance, appropriate responses. Under the other dimension is “advanced job-related social skills “and that includes three items: work responsibilities, performances of collaboration, accepting criticism and emotional management. The collected data have been processed and analyzed through frequency distribution, percentage statistics, t-test, one-way ANOVA, and Scheffé post hoc comparison. The following results were obtained:
1.With the different dimensions, teachers cultivate “basic job-related social skills” more often than “advanced job-related social skills”. With the different items, teachers cultivate “appropriate apparel and well- hygiene”, “appropriate behaviors”, “punctuality and attendance”,” appropriate responses” and “work responsibilities” more often than “performances of collaboration” and “ accepting criticism and emotional management”.
2.Teachers in different systems of the school, genders, classifications of teacher qualifications and background of special education knowledge cultivate student less in the items of “performances of collaboration” and “accepting criticism and emotional management”.
3.Teachers’ different teaching experiences of general courses, vocational practice courses, vocational courses and being a tutor all cultivate student less in the items of “performances of collaboration” and “accepting criticism and emotional management”.
4.Teachers with both general teacher and special education teacher qualifications cultivate whole job-related social skills more significantly frequently than teachers with only general teacher qualifications.
5.Teachers with less or no experience of being a tutor or teaching vocational practice, vocational and general courses have fewer frequent of cultivate job-related social skills.
6.Teachers with different classifications of teacher qualifications, background of special education knowledge and teaching experiences have the significant diversity in the item of “punctuality and attendance”.

並列關鍵字

job-related social skill ； comprehensive vocation subject teachers ； vocational education ； teaching experience ； questionnaire survey

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