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  • 學位論文

特殊教育學校教師對學校支持系統及工作滿意度之研究

Study on School Support System and Working Satisfaction of Special Education School Teachers

指導教授 : 杞昭安
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摘要


本研究旨在探討特殊教育學校教師對學校支持系統與工作滿意度之 現況。根據研究發現希望能了解特殊教育學校教師對特殊教育學校的學 校支持系統及工作滿意度為何,藉此提出建議給有關當局做為改善的依 據。 本研究之母群體為民國一百學年度臺灣地區特殊教育學校教師,採分層隨機抽樣之方式進行問卷調查研究,共計發378份問卷作為研究樣本,有效回收問卷共計320份,有效回收率為85%。資料分析採用百分比、標準差、t考驗、單因子變異數分析、Scheffé事後比較及皮爾遜積差相關等統計方法,加以分析與討論,並獲得以下結論: 壹、特殊教育學校教師對學校支持系統的覺知以對「行政支持及運作」向度表現最高,對「課程及教學」向度表現最低;在對工作滿意度的覺知上,以對「教學工作」向度表現最高,對「社會地位」向度表現最低。 貳、特殊教育學校教師對學校支持系統的覺知會因「職務」、「任教地區」之不同而有顯著差異;在對工作滿意度的覺知上,則會因「年齡」、「職務」、「任教地區」之不同而有顯著差異。 參、特殊教育學校教師對學校支持系統與工作滿意度有顯著正相關存在,其中以「行政支持及運作」及「同事關係」相關最高,而「課程及教學」及「工作成就感」相關最低。 根據上述之研究結果,將提供相關建議,以作為學校單位、教師、 教育行政單位及未來研究之參考。

並列摘要


The purpose of the study was to explore current of School Support System and working satisfaction of special education school teachers.Expect to know how of School Support System and working satisfaction of special education school teachers at special education schools to base on research result. The population of the study was special education school teachers in Taiwan in 2011. The samples consisted of 378 who were selected by stratified of cluster random sampling techniques. The total number of usable sets of instrument was 320 and the rate of the usable returned was 85%. The data were analyzed by a number of statistical techniques such as mean, standard deviation, T-test, one-way ANOVA, Scheffé method and Pearson product -moment correlation. The results were as follows: Ⅰ. With regard to the perception of school support system, the teachers of the special education schools show the highest performance in the dimension of “administrative support and operation”, and the lowest performance in the dimension of “curriculum and teaching”. As for the perception of working satisfaction, they show the highest performance in the dimension of “teaching”, and the lowest performance in the dimension of “social status”. Ⅱ. With regard to the perception of school support system, the teachers in the special education schools show a significant difference in various occupations and teaching areas. As for the perception of working satisfaction, they show a significant difference in terms of age, occupation and teaching areas. Ⅲ. The school support system and the working satisfaction of the teachers in the special education schools show a significantly positive correlation, in which the “administrative support and operation” and “interpersonal relationship” show the highest correlation, while the aspects of “curriculum and teaching” and “job achievement ” show the lowest correlation. Based on the above-mentioned study results, the study proposes related suggestions that may serve as a reference for schools, teachers, administrative education institutions and future studies.

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