本研究旨在瞭解臺北市特殊教育學校教師對專業團隊服務滿意度之情形,並探討不同背景變項之臺北市特殊教育學校教師對專業團隊服務滿意度之差異情形。 本研究採問卷調查法,以2011年臺北市四所特殊教育學校教師為研究對象,母群體共計293人進行普查。以百分比、平均數、標準差之描述性統計方法進行資料分析後獲得以下結論: ㄧ、臺北市特殊教育學校教師對專業團隊服務滿意度尚高,其中滿意度由高而低依序排列為「工作態度」、「需求配合」、「專業知能」、「專業合作型態」。 二、在性別上,其整體滿意度顯示特殊教育學校男性教師對專業團隊服務的滿意度高於女性教師。 三、在年齡上,其整體滿意度顯示40歲(含)以上未滿50歲教師最高,50歲(含)以上教師最低。 四、在擔任特教工作年資上,其整體滿意度顯示未滿5年教師最高,20年(含)以上教師最低。 五、在任教階段上,其整體滿意度顯示學前教師對專業團隊服務的滿意度為最高,高中職教師最低。 六、在教師專業背景上,其整體滿意度顯示特殊教育輔系、雙主修教師最高,特教系、所畢業(含40學分班)教師最低。 本研究爰依據研究結論,對教育主管機關、學校行政單位及專業團隊服務、以及未來後續研究分別提出相關建議。
The purpose of this study aimed to understand the satisfaction of special education school teachers in Taipei city with the collaborative team service and also explored difference of satisfaction with the collaborative team service among teachers of various backgrounds. A questionnaire was utilized to gather the data. The objects were the special education school teachers from four special education schools in Taipei city in 2011, 293 special education teachers responded to the survey. The collected data were computed by SPSS of windows 18.0 software package with percentage, mean, standard deviation of descriptive statistical analysis. The findings of this study were as following: 1.The overall satisfaction of special education school teachers’ in terms of services of collaborative team, was higher than the moderate satisfaction, of which the satisfaction toward work attitude was highest, follow by demand for tie, again the professional competencies, but the professional cooperation patterns had the lowest satisfaction. 2.In the difference of gender, the overall satisfaction with the satisfaction of male teachers in special education schools upon collaborative team services was higher than female teachers. 3.In the difference of age, the overall satisfaction with over 40 years of age but less than the 50-year-old teacher was the highest, but ages over 50 years old teachers with minimum satisfaction. 4.Overall satisfaction of teachers under the period of 5 years working experience as a special education was highest, while teachers over the period of 20 years had the lowest satisfaction. 5.In teaching stage, the overall satisfaction of early childhood special education teachers on the collaborative team service was the highest, but the senior high schools or the vocational high school had the lowest satisfaction. 6.In the professional background of the teacher, their overall satisfaction showed that the teachers who had minor department of special education or double major department of special education were highest, and the teachers who had special education department (included 40 credits graduation) were lowest. Recommendation as to enhance the future follow-up study reference of the service satisfaction were given to the education authorities, administrative units of school and professional team service according to our studies results.
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