國小特教教師對特殊教育評鑑的觀點與壓力之探究

A Study on Elementary Schools Special Education Teachers' Opinion and Stress of Special Education Evaluation

張至麗(Tzu-LI Chang)

指導教授 ： 趙本強

中原大學/人文與教育學院/特殊教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700929

摘要

本研究探討國小特教教師對特殊教育評鑑觀點與壓力的情形。本研究採問卷調查法，以臺灣地區（不含離島地區）設有集中式特教班與分散式資源班之公立國民小學特教教師為研究對象。以研究者自編的「國小特教教師對特殊教評鑑觀點與壓力之問卷」收集資料，共發出311 份，回收302份，有效問卷數284 份，有效問卷回收率為91%。所得資料以描述性統計、t 檢定、單因子變異數分析、皮爾遜積差相關分析等進行統計分析。本研究結果歸納如下：
1. 國小特教教師對特殊教育評鑑觀點屬於中等程度認同，以「評鑑委員」向度認同最高，而在「評鑑內容」向度認同度最低。
2. 國小特教教師對特殊教育評鑑壓力屬於中等程度壓力。以「工作負荷」向度的壓力感受最高，「人際溝通」向度的壓力感受最低。
3. 經歷評鑑1次的國小特教教師對「評鑑內容」、「評鑑結果」上，較經歷多次評鑑的教師為認同。在評鑑方式上，特殊教育評鑑合併校務評鑑的方式在「評鑑內容」上的認同高於單獨特殊教育評鑑方式。
4. 國小特教教師壓力感受在「行政支持」向度，30歲以下，經歷1次評鑑，高於其他組別；又大學及特教研究所畢業的教師壓力感受大於非特教研究所畢業的教師。在「工作負荷」及整體壓力上，特教研究所畢業的教師壓力高於大學及非特教研究所畢業的教師。特殊教育評鑑合併於校務的評鑑的方式在「角色壓力」向度大於單獨的特殊教育評鑑方式。
5. 國小特教教師在特殊教育評鑑觀點與壓力感受介於低度至中度負相關。
本研究依據上述研究結果，針對教育實務應用與未來研究提出建議以供參考。

關鍵字

國小特教教師 ； 特殊教育評鑑 ； 評鑑壓力

並列摘要

The purpose of this study was to investigate the relationship between opinion and stress of special education evaluation for elementary special education teachers. A survey method used in this study. Subjects included 311 special education teachers who work in either resource classrooms or self-contained classrooms at elementary schools in Taiwan. Questionnaire developed in this study was used to collect data. After collected 284 copy of questionnaires. Data were analyzed by using descriptive statistic methods, including mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation analysis. The major findings of this study were as follows:
1. The degree of opinion of elementary special education teachers in special education evaluation tended to medium, and the highest degree in” special evaluation committees” and the highest degree in” special evaluation content ”.
2. The degree of stress of elementary special education teachers in special education evaluation tended to be medium, and the highest stress came from “work load” and the highest stress came from “interpersonal relationship”.
3. In “special evaluation content” and “special evaluation result”, elementary special education teachers who have only one experience in special education evaluation are more agreement than many time experienced teachers.
4. In “special evaluation content”, special education evaluation combine to school evaluation is more agreement than separate education evaluation.
5. The degree of stress in the "administrative support", the group under the age of 30 and only one evaluation experienced is higher than other groups, and teachers who with mater or bachelor degree of special education felt more stress than master of non-special education. On "workload stress" and “overall stress”, teachers have master degree of special education are the highest stress. The degree of “role stress" in the special education evaluation combine to school evaluation is more stress than separate education evaluation.
6. There was low to medium negative correlation between stress and opinion of special education evaluation
Based on the results, the researcher offered some suggestions to the education bureau, the teachers and the administrative personnel for future study.

並列關鍵字

Elementary special education teachers ； Special education evaluation ； Evaluation stress

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