資深啟智教育教師生涯發展之研究

Career Development of Senior Teachers Working with the Mentally Retarded

何華國(Hua-Kuo Ho)

《特殊教育與復健學報》 3期 (1993/12) Pp. 153-178

摘要

本研究主要的目的，乃在探討資深啟智教育教師生涯發展的特性、長期從事啟智教育之因素、及對啟智教育的觀感。本研究係運用自編的「啟智教育教師問卷」與「訪談題綱」分別對58名資深啟智教育教師作個人基本資料調查，及對27名資深啟智教育教師實施個別訪談。問卷調查資料係以次數與百分比加以表示。個別訪談資料之分析，則包括校正分析歸納法與持續比較法。從本研究所蒐集的資料，經整理與分析結果，可歸納出下列的結論：一、資深啟智教育教師的生涯發展歷程，多存在漸進的變異性。其中專業知能與教學調適，尤其呈現較明顯的階段性發展。二、影響資深啟智教育教師生涯發展的可能因索，多涉及教師的教學經驗、進修與成長、學生的身心特性、行政與家長支持的程度、教師的健康狀況、自我觀念等。三、資深啟智教育教師大部分係屬於自我、生活取向的傳統型，而少部分則為工作、理想、取向的特異型教師。四、導致資深啟智教育教師長期從事故智教育的最重要個人因素是個人的興趣、理想、與意願。五、導致資深啟智教育教師長期從事啟智教育的最重要環境因素是獲得足夠的支持。六、啟智教育教師總具備的特質，最重要的是愛心、專業知能、耐心、自願任教、負責敬業、與接納學生六項。七、目前啟智教育存在的問題多和鑑定與安置、教學與輔導、教師選拔與培訓、教師士氣、行政支持、家長溝通、與社會支持有關。

並列摘要

The main purposes of this study were to investigate the characteristics of career development of senior teachers working with the mentally retarded, their reasons for long-term services and perceptions of education for mentally retarded students.The Questionnaire for Teachers of the Mentally Retarded and the Interview Guide developed in the study were used, respectively, to survey 58 senior teachers of the mentally retarded for collecting demographic data and to conduct focused interview with 27 senior teachers educating the mentally retarded. The collected survey data were described by frequency and percentage. The data collected from interviews were treated by modified analysis and constant comparative method,The conclusions drawn from the study are as follows:1. The progressive variability was found in the career development of senior teachers working with the mentally retarded. The developmental stages were particularly revealed in the areas of professional competence and teaching adjustment among these teachers.2. The variables teaching experience, inservice education, students' characteristics, administrative and parental support, teacher's health, and self concept might influence the career development of senior teachers educating the mentally retarded.3. Most of the senior teachers working with the mentally retarded were self-life oriented ”traditional” teachers. Few of them might be described as job-ideal oriented ”special” teachers.4. The most important personal factors to have the senior teachers involving in long-term education of the mentally retarded were their interests, ideals, and willingnesses.5. The most important environmental factor to have the senior teachers involving in long-term education of the mentally retarded was obtaining enough supports.6. The most important characteristics for teachers working with the mentally retarded were love, professional competence, patience, willingness to teach, responsibleness, and accepting students.7. The problems in education of the mentally retarded found in this study were mostly related to identification and placement, teaching and guidance, teacher selection and preparation, teacher morale, administrative support, parental communication, and social support.