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  • 學位論文

智能障礙類特殊教育學校高職部教師職業教育之行政支援知覺與教學困擾之相關研究

The Research Related to Teachers’ Awareness of Administrative Support and Teaching Problems of Vocational Education in Vocational High School For the Intellectual Disability Special Education

指導教授 : 陳毓璟
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摘要


本研究旨在探討智能障礙類特殊教育學校高職部教師職業教育之行政支援知覺與教學困擾程度,並分析不同背景變項的差異情形。本研究採問卷調查法,以研究者自編問卷為研究工具。問卷調查所得資料以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析、相關分析與迴歸分析等統計程序處理。 根據本研究結果,可歸納以下結論: 一、研究對象性別以女性居多,年齡為31-40歲者居多,特教背景以非特教學系(所)本科系畢業者居多,現任職務以教師兼任導師居多,高職服務年資以服務6-10年者居多,曾經教授的職業類科以服務類為最多,教師持有職業教育相關專業證照比為40.4%。 二、各特殊教育學校職業教育實施以「服務類」為最多學校實施,「工業類」則幾乎無學校實施,其中「作物栽培」與「洗車」為最普遍;各校會依學生能力做跨班或跨年段職業分組,以利職業教育教學活動的進行。 三、智能障礙類特殊教育學校高職部教師職業教育教學困擾整體程度偏低;初任教師、資歷較淺者,較具有職業教育教學困擾,隨著年齡與教學年資的增長,其職業教育教學困擾則越低。 四、職業教育教學困擾層面中以「學校環境因素」層面感受困擾程度最高,其餘依序為「專業知能」、「學生問題」、「課程與教學活動」。 五、年齡、特教專業背景、曾經教授過的職業類科等三個背景變項對整體職業教育教學困擾有顯著差異。 六、行政支援與智能障礙類特殊教育學校高職部教師職業教育教學困擾具有負相關性,支援程度高者,教師職業教育教學困擾低。 最後依據結論對特殊教育主管機關、特殊教育學校行政單位、智能障礙類特殊教育學校高職部教師以及未來研究方向提出建議。 關鍵詞:特殊教育學校、高職部教師、職業教育、行政支援、教學困擾

並列摘要


This study aims to examine teachers’ awareness of administrative support and teaching problems of vocational education in the vocational high school for the intellectual disability special education, and analyze the differences of variables with different backgrounds. The study adopts the questionnaire method with the questionnaire made by the researcher as the survey tool. The data retrieved from the survey are analyzed with the procedures of statistics of the distribution of frequency, percentage, average, standard deviation, t test, ANOVA, correlation and regression. According to the results of this study, the conclusion can be summarized as the following: 1.The most common vocational education in special education schools is in the field of service industry, especially the course of “crop cultivation” and "car wash"; There is few engineering program conducted in any special education school. Every school divides the students from different classes or grades into different occupational groups in accordance with the students' ability so as to facilitate the teaching activities of vocational education. 2.The teachers in the special education high schools are generally not facing to many problems to the vocational education teaching. The more teaching experiences they gain, the fewer problems of vocational education teaching they have. 3.The problem in vocational education teaching bothering the teachers most is the factor of “school environment”, and the others are "professional competence", "students", and "curriculum and teaching activities". 4.Three variables of teachers’ backgrounds -- age, the professional experience in special education and the teaching experiences of vocational subjects involve notably different levels of the teachers’ teaching problems. 5.The different levels of administrative supports influence the teachers on their teaching problems of vocational education in special education high schools. The higher level of supports they offer, the fewer problems the teachers face to. Finally, according to the conclusions, the suggestions are put forward to the authorities on special education, to the administration department of special education schools, and to the vocational high school teachers in special education schools, and the proposal of the directions for the future researches is also included. Keyword: special education schools、the teachers in vocational high schools、 vocational education、the administrative supports、the teaching problems

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