臺北市高職特教教師性別平等教育實施現況之研究

本研究旨在瞭解臺北市高職特教教師性別平等教育實施現況。本研究係採問卷調查法，以自編「臺北市高職特教教師性別平等教育實施現況之研究」調查問卷為研究工具，針對臺北市高職集中式特教班特教教師進行普查。共發出80份問卷，回收有效問卷76份，有效回收率為95%，所得資料以描述性統計、效果值及卡方檢定進行分析。結論如下：一、臺北市高職特教教師整體性別平等教育專業知能屬中上的程度。二、臺北市高職特教教師之性別平等教育專業知能以「知悉法規政令」向度為最高；其次是「掌握課綱指標」向度；而以「掌握融入原則」向度相對較低，但仍屬中上的程度。三、臺北市高職特教教師以女性、51歲(含以上)、學士後特教師資(學分)班、導師、特教年資6-10年、已婚、私立高職與具備性別平等教育融入課程與教學專業知能之教師的性別平等教育專業知能較高；其中，任教學校型態達高度效果值。四、大多數臺北市高職特教教師曾實施性別平等教育。五、臺北市高職特教教師在實施性別平等教育時會因教師的生理性別、年齡、特教背景、職務、特教年資、婚姻狀況、學校型態、性平背景而有顯著差異。根據研究結果，提出具體建議，俾供教育主管機關、學術單位、學校行政單位、高職特教教師及後續研究參考。

關鍵字

高職特教教師；性別平等教育；性別平等教育專業知能；性別平等教育實施現況

並列摘要

The Study of the Status in Vocational School Special Education Teachers’Implementation of Gender Equity in Taipei Huang, Wen-Chun Abstract The aim of this study was to understand the implementation of gender equity education of vocational school special education teachers in Taipei. The instrumentwas followed by “Questionnaire on vocational school special education teachers’ implementation of gender equity education in Taipei”. Total of80 questionnaires were sent out and 76 were valid. Recovery rate was 95%.The data was cross analyzed by descriptive statistical analyses, effect size and chi square test. Following conclusions were drawn out from this study: 1.Overall, the professional competence of gender equity education of vocational school special education teachers in Taipei was better than medium level. 2.In terms of all vocational school special education teachers in Taipei, the knowledge of Gender Equity Education Act was the best, the knowledge of curriculum’s cynopses and instructions in gender equity education was better and the knowledge of intergratinggender equity education into special education curriculum was the lowest. But all of them were above the medium level. 3.The vocational school special education teachers in Taipei, the teachers that were female, over 51 years old, professional teacher training programs after Bachelor's graduates, tutor staff, teaching experience between 6-10 years, married, private vocational school, and with professional competence of gender equity education, the professional competence of gender equity education was higher than the others. Between the variables, the effect size of teachers that different school type, the value is large. 4.Most of the vocational school special education teachers implemented gender equity education in Taipei. 5.When the vocational school special education teachers implemented gender equity education, there was a significant different which depended on the teacher’s sex, age, background in special education, position,their experience in special education, marriage, school type and professional competence of gender equity education. Finally, based on the results of this study, the suggestions were provided foreducational administrations, academic research units, school administrations, special education school teachers and correlated studies in the future.