本研究係以問卷調查法探討國民中學資優教育教師其核心自我評價與角色認同之現況與差異情形。針對國民中學現正擔任資優教育課程之教師進行調查研究,問卷共160份,回收150份,有效回收率為93.75%,問卷所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析,進行分析並歸納結果。本研究主要發現如下: 一、 國民中學資優教育教師在核心自我評價之整體表現皆為「可」,核心自我評價的情形表現屬於正向。 二、 不同教育專業背景之國民中學資優教育教師在核心自我評價的表現情形有顯著差異:具有特教資優教師證者比起無特教資優教師證者,表現更為正向。 三、 國民中學資優教育教師在角色認同之整體表現皆為「可」。 四、 不同資優教育服務年資之國民中學資優教育教師在角色認同的表現情形有顯著差異:資優服務年資越高,角色認同情形越好。 依據研究發現,研究者針對學校行政人員與資優教育教師提出相關建議。
The purpose of this study was to investigate the current situation of core self-evaluation and teacher’s role-acceptance of teachers for the gifted and talented. A self-designed questionnaire was distributed to 150 junior high school teachers. Data was analyzed by applying descriptive statistics, t-test, and one-way ANOVA. Findings were as followed: 1. The overall level of core self-evaluation of the participants was fine. 2. Significant differences was found in “core self-evaluation,” teachers who hold a gifted education certificate had higher score than without. 3. The overall level of teacher’s role-acceptance of the participants was fine. 4. Significant differences was found in “teacher’s role-acceptance,” teachers who served gifted classroom longer were better than teachers who served shorter. Based on the findings, related suggestions were made for school and future researchers.