國中特殊教育教師生涯發展與幸福感之研究

本研究旨在探討國中特殊教育教師生涯發展與幸福感之現況，比較不同背景變項之國中特殊教育教師之生涯發展與幸福感的差異情形，並分析生涯發展與幸福感之間的關係。本研究採用問卷調查法，以「教師生涯發展量表」與「幸福感量表」為研究工具，抽取臺北市、新北市、桃園市137位國中特殊教育教師進行調查，回收有效問卷131份，採用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關進行分析。研究結果顯示：一、國中特殊教育教師在生涯發展上「生涯學習」、「生涯投入」最多，次為「生涯轉移」、「生涯挫折」，以「生涯遲滯」最少。二、不同婚姻狀況之國中特殊教育教師在生涯挫折向度有顯著差異；不同學校規模之北部地區國中特殊教育教師在生涯遲滯向度有顯著差異。三、國中特殊教育教師之幸福感現況，為中等以上程度之感受。四、不同學歷、服務年資之國中特殊教育教師在幸福感有顯著差異。五、國中特殊教育教師之生涯投入與幸福感呈現低度正相關；生涯挫折與幸福感呈現低度負相關；生涯遲滯與幸福感呈現低度負相關。根據上述研究結果，研究者提出對教育行政機關、特殊教育教師及未來研究的建議。

關鍵字

生涯發展；幸福感；國中特殊教育教師

並列摘要

The purpose of the study was to investigate career development and well-being of special education teachers in junior high schools, to compare the differences in career development and well-being of special education teachers with different backgrounds, and to analyze the relationship between career development and well-being. Questionnaire was the main instrument in this study. “Career Development of School Teachers’ Scale” and “ Chinese People Happiness Scale” were utilized. The participants were sampled from the special education teachers in Taipei city, New Taipei city ,and Taoyuan city. Totally 137 questionnaires were distributed and 131 valid questionnaires were collected. The data was analyzed by using descriptive statistics, t-test, one way ANOVA, and Pearson’s product-moment correlation. The findings were elaborated as follows: 1.The situation of the career development of special education teachers had the highest score on “career learning” and “career enthusiasm” dimension. The following dimension was “career shift” and “career frustration”. The lowest score on the scale was the “career stagnancy” dimension. 2.Different marital status of special education teachers showed a significant difference in the “career frustration” dimension, and special education teachers who worked in different school size showed a significant difference in the “career stagnancy” dimension. 3.The feeling of well-being of special education teachers was over moderate degree. 4.Different educational background and seniority of special education teachers showed a significant difference in well-being. 5. There is a low positive correlation between the dimension of “career enthusiasm” of special education teachers and well-being; there is a low negative correlation between “career frustration” and well-being; there is a low negative correlation between “career stagnancy” and well-being. Finally, based on the results of the study, the researcher provided suggestions to education administrations, special education teachers ,and future research.