初任特殊教育教師導入輔導需求之研究

What Do Novices Need? An Investigation on the Induction Support for Special Education Novice Teachers

潘杏宜(Shing-Yi Pan)

指導教授 ： 鄭淑芬

中原大學/人文與教育學院/特殊教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600323

摘要

本研究以任教於新北市，且任教年資在三年以下的初任特教教師作為研究對象，探討初任特教教師的導入輔導需求及需求獲得情形。研究者自編「初任特殊教育教師導入輔導需求量表」，以Likert五點量表計分，共計發放122份正式量表並全數回收，以描述統計、相依樣本t考驗、獨立樣本t考驗及單因子變異數分析之量化統計方式進行資料分析，並以量表中之開放性問題收集質性資料。歸納研究結果如下：一、需求程度部份：在課程與教學向度中，需求程度為「需要（4分）」；在班級經營與學生輔導、行政支援、溝通合作、心理支持、特教知能與專業發展及全量表中，需求程度均介於「普通」至「需要」之間，較接近「需要（4分）」；二、需求獲得部份：課程與教學及心理支持較接近「經常獲得（4分）」，班級經營與學生輔導、行政支援、溝通合作及特教知能與專業發展及全量表中，則較接近「有時獲得（3分）」；三、需求程度與需求獲得的差異情形：在課程與教學、班級經營與學生輔導、行政支援、溝通合作、特教知能與專業發展及全量表之導入輔導需求程度皆顯著高於需求獲得情形，唯在心理支持向度中，兩者並無顯著差異；四、不同背景變項之初任特教教師導入輔導需求的差異情形：在各向度及全量表之導入輔導需求程度不因性別、正式任教年資、任教班別、擔任職務、有無普教專業背景及學校規模而有所差異，不同的年齡及任教教育階段則有顯著差異，「26至30歲」之教師於「課程與教學」的導入輔導需求程度顯著高於「31歲以上」組，「國小」之教師於「特教知能與專業發展」的導入輔導需求程度顯著高於「高中職」組；五、不同背景變項之初任特教教師導入輔導需求獲得的差異情形：在各向度及全量表之導入輔導需求獲得情形不因性別、年齡、任教班別、任教教育階段、擔任職務、有無普教專業背景及學校規模而有所差異，不同的正式任教年資則有顯著差異，「一年以上未滿二年」之教師於「課程與教學」、「行政支援」及「全量表」的導入輔導需求獲得皆顯著高於「兩年以上未滿三年」組。根據上述研究結果，研究者分別針對師資培育機構、教育主管機關、初任輔導教師及未來研究者提供建議。

關鍵字

初任教師 ； 特教教師 ； 需求 ； 導入輔導

並列摘要

The study aims to explore the demand and supply of induction supports among novice special education teachers with teaching experiences less than three years in New Taipei City. Cross-sectional survey designs employing quantitative and qualitative approaches were adopted for the study. One hundred and twenty-two participants completed the questionnaire developed by the author. The author used descriptive statistics, paired-samples t-test, independent-samples t-test and one-way ANOVA to analyze the quantitative data. Also, the open ended questions along with the questionnaire were used to buttress the large quantitative responses to ascertain the validity of the responses given. The results are as follows:
1.The study shows strong demands for induction supports in the area of curricular and teaching. Induction supports in the areas of class management and student counselling, administrative supports, communication and cooperation, psychological supports, knowledge of special education and professional developments were comparatively less in need but still necessary.
2.The induction supports were usually available in the areas of curricular, teaching and psychological supports, while in the areas of class management and student counselling, administrative supports, communication and cooperation, psychological supports, knowledge of special education and professional developments, the supports were obtained from time to time.
3.Statistically significant differences between demands and supplies were found in the areas of curricular and teaching, class management and student counselling, administrative supports, communication and cooperation, knowledge of special education and professional developments. There was no difference in the area of psychological supports.
4.For the comparative analyses of demands of induction supports, the significant differences were only found for age (F=3.56, p<.05) and educational stages (F=3.09, p<.05), while the other variables, such as gender, formal seniority, subjects, duties, general education background and the scale of schools, didn’t attain significantly different.
5.For the comparative analyses of acquisitions of induction supports, the significant difference was only found for formal seniority (F=5.48, p<.05); whereas, the findings for the other variables, such as gender, age of teachers, subjects, educational stages, duties, general education background and the scale of schools, revealed no significant differences.
Based on the results, findings were therefore discussed in relations to the recommendations and limitations given in this study.

並列關鍵字

induction support ； need ； novice teacher ； special education teacher

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