桃園縣國小普通班教師對資源班教師提供支持服務需求與滿意度調查研究

A Study on the Needs and Satisfaction of Elementary Regular Teachers within Support Services from Resource Room Teachers in Taoyuan County

董杰仁(Chieh-Jen Tung)

指導教授 ： 康雅淑

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00348

摘要

本研究旨在探討桃園縣國小普通班教師對資源班教師提供支持服務的需求狀況及滿意程度，並比較不同教師的背景變項對支持服務的差異情形。
本研究採問卷調查法，以自編「國小普通班教師對資源班教師提供支持服務調查問卷」為研究工具，針對桃園縣95學年度班級中有接受資源班服務學生的普通班教師為研究對象，共計回收294份有效問卷。採用描述性統計、Pearson 積差相關、t考驗、單因子變異數分析及Scheffe法事後比較等統計分析。本研究得到的結論如下：
一、 普通班教師對支持服務的需求狀況為「需要」程度，滿意程度屬於「普通至滿意」程度。普通班教師對支持服務的需求狀況顯著高於滿意程度，顯示普通班教師對支持服務的需求較高，但對於實際獲得的滿意程度低。
二、 普通班教師支持服務需求狀況與滿意程度呈現正相關，顯示普通班教師對於支持服務需求高的項目，亦具有較高的滿意度。
三、 在不同教師背景變項中，普通班教師在「性別」、「年齡」、「任教年級」變項在需求狀況及滿意程度的部份向度呈現顯著差異；其餘在「教學年資」、「特教背景」及「特教任教經驗」、「任教地區」、「學校規模」、「學生性別」及「學生障礙類型」等變項則無顯著差異。
四、 開放性意見歸納如下：（一）希望資源班教師為普通班學生進行鑑定服務，並服務未持有身心障礙手冊的學生；（二）能提供學生較多授課時數，排課時與導師或科任教師協調；（三）依照學生能力設計課程，注意課程銜接問題；（四）提供評分標準、學生成績及考場支持服務；（五）提供回歸標準及回歸學生的後續支持服務；（六）主動與導師溝通，討論學生狀況，並能提供普通班教師適時協助及輔導策略，解決身心障礙學生在普通班的問題；（七）普通班教師肯定資源班教師提供的支持服務。
研究者根據研究結果提出建議，作為資源班教師、普通班教師、行政單位及未來研究之參考。

關鍵字

需求及滿意度 ； 支持服務 ； 資源班 ； 普通班教師

並列摘要

The purpose of this research was to discuss the degree of regular teachers’ need and satisfaction with the services provided by resource room teachers in primary schools in Taoyuan County. It also compared the differences among teachers with different background variables about the support services provided.
A self-developed questionnaire; “Questionnaire of the Degree of Needs and Satisfaction of Regular Teacher about Resource Teacher’s Support Services” was used to collect data. The subjects were 294 elementary school teachers whose students receiving special education in resource room in Taoyuan County. Descriptive statistics, Pearson product-moment correlation, t-test, one-way ANOVA, and Scheffe's test were used to process and analyze the collected data. The conclusions were as follows:
1.Regular teachers’ need towards supportive services was in the degree of need; and their satisfaction was in the degree of normal to satisfication. The differences between teachers’ needs and satisfaction were significant, in other words, regular teacher’s need was above their satisfaction they got.
2.The relation between teachers’ need and satisfaction was positive. It stated that regular teachers had higher satisfaction within support services that they highly demended.
3.With different backgrounds, there were no significant differences between teachers’ need and satisfaction, but only in variables of gender and age of teacher, and the grade of student taught.
4.Other suggestions were made as followed: (1) Resource teachers should provide assessment service to regular students, and help handling students without the certificate of disability, but needed special attention; (2) Resource teachers should provide exceptional students more classes and coordinate with regular teachers in arranging class schedule; (3) When designing curriculum, resource teachers should consider students’ abilities and the continuity of the curriculum; (4) Resource teachers should provide standard of scoring and students’ scores to regular teachers, and also provide exceptional students supportive services during the exam; (5) Resource teachers should provide mainstreaming guideline for regular teachers and students, and also post-mainstreaming services as well; (6) Resource teachers should connect with regular teachers more often and actively to discuss the situation of the students, also provide assistance and counseling strategies to regular teachers when needed, in order to solve the problem of students with disabilities in regular classes; (7) Regular teachers felt positive regarding the services provided by resource teachers.

並列關鍵字

resource room ； needs and satisfaction ； support services ； regular teacher

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