新竹縣國民小學教師實施融合教育支持系統之需求與滿意度研究

The Study of the Needs and Satisfaction for the Inclusive Education Teacher Support System in Hsinchu County Elementary School

陳乃菁(Nai -Ching Chen)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2014年)

摘要

本研究目的在探討新竹縣國民小學教師實施融合教育支持系統之需求與滿意程度情形，並探討不同背景教師在支持系統之需求以及滿意度上有無顯著差異存在。 本研究採用問卷調查法，以自編之問卷為研究工具，新竹縣國小實施融合教育之普通班教師為研究對象，發出250份施測問卷，收回可用問卷數225份，調查所得資料以電腦統計套裝軟體進行次數、百分比、平均數、標準差、t考驗以及單因子變異數分析等統計方法處理，依據資料分析結果，獲得研究結論如下： 一、國小教師實施融合教育支持系統在需求上趨於高度需求的程度。對支持系統四向度之需 求依序為「教學與評量」、「學校行政運作」、「親職教育」、「教師專業知能」。 二、國小教師實施融合教育支持系統在滿意度上趨於中度滿意的程度。對支持系統四向之滿 意度依序為「學校行政運作」、「教學與評量」、「教師專業知能」、「親職教育」。 三、不同背景變項之國小教師對融合教育支持系統之需求程度沒有顯著差異。 四、特教專業背景在未具特教教師資格，但特教知能研習54 小時以上或修習特教3 學分以 上之教師在「學校行政運作」向度之滿意度顯著高於特教知能研習不到54 小時或修習 特教學分不到3 學分之教師。 五、學生障礙類別為認知障礙類學生之教師在「整體支持系統」及「教學與評量」、「教師 專業知能」等向度之滿意度顯著高於情緒行為障礙類學生之教師。 六、學生障礙類別為生理障礙類學生之教師在「學校行政運作」、「親職教育」等向度之滿 意度顯著高於情緒行為障礙類學生之教師。 七、教師對融合教育支持系統需求及其獲得滿意度有顯著落差，即教師對於支持系統需求程 度高，而能獲得的滿意程度卻相對較少。 八、教師對實施融合教育所需支持系統的感受狀況為低需求低滿意以及高需求高滿意。即 教師感受到滿意的項目大多數為有明確規範或實施容易的，滿意度較低的多是需較多人 力的協助或是規定不明確者。 最後，根據研究發現提出具體建議，以供教育行政機關、學校行政單位、國小教師及未來研究之參考。

關鍵字

需求 ； 支持系統 ； 融合教育 ； 國小教師 ； 滿意度

並列摘要

The purpose of this this study was to investigate needs and satisfaction of inclusive education teacher support system for the elementary school in Hsinchu County. This study also consider that is there any significant difference in the needs and satisfaction to the teacher support system between the teachers who have different education background.
The questionnaires were used as the tool to do the survey for the elementary school regular class teachers who were participating the inclusive education in Hsinchu County. In this study, 250 questionnaires were sent out, and 225 valid questionnaires were collected. The data were analyzed using statistical frequency, percentage, mean value, standard division, t-test, and one way ANOVA to achieve the following conclusions:
1.The needs of elementary school teachers towards implementation of inclusive education support system tended to be high. The four-way needs for support system are “teaching and assessment”, “operation of school administration”, “parenting education” and “teachers’ professional knowledge” in order.
2.The satisfaction degree of elementary school teachers towards implementation of inclusive education support system tended to be mid-level. The four-way satisfaction degree of support system are “operation of school administration”, “teaching and assessment”, “teachers’ professional knowledge” and “parenting education” in order.
3.There were no significant differences among teachers with different backgrounds towards the needs degree of inclusive education support system.
4.For the teachers without special teaching qualification but having studied special teaching knowledge for over 54 hours or gained 3 or more school scores in special teaching learning, they had significantly higher satisfaction degree towards “operation of school administration” than those who had studied special teaching knowledge for less than 54 hours or gained less than 3 school scores.
5.For the teachers whose students were defined as Cognitive Disorder, they had significantly higher satisfaction degree towards “whole support system“, teaching and assessment” and “professional teaching knowledge” than those whose students were defined as Emotional and Behavioral Disorder.
6.For the teachers whose students were defined as Physiological Disorder, they had significantly higher satisfaction degree towards “operation of school administration” and “parenting education” than those whose students were defined as Emotional and Behavioral Disorder.
7.Teachers’ needs towards inclusive education support system and the gained satisfaction differed significantly, which meant that teachers’ needs degree towards support system was high, but the satisfaction degree gained was relatively low.
8.Teachers’ feeling towards inclusive education support system was concluded as low needs, low satisfaction degree, and high needs, high satisfaction degree, which meant that the projects satisfying the teachers had clear standards and was easy to implement, while the unsatisfactory ones needed much human assistance without clear standards.
As a conclusion, the study results will be references for all Education Bureaus and elementary schools administrative department, and teachers.

並列關鍵字

Support System ； Inclusive Education ； Elementary School Teacher ； needs ； Satisfaction

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