高中職教師對安置機構學生的刻板印象與接納態度之研究

本研究在瞭解高中職教師對安置機構學生的刻板印象與接納態度，採用問卷調查法進行資料蒐集，以107學年度任教中部某縣市公私立高中職教師為研究對象，採用全面普測方式，共取得336份有效樣本。本研究使用研究工具為自編「高中職教師對安置機構學生印象及接納情形問卷」，調查所得資料以描述性統計分析、t考驗、單因子變異數分析、皮爾森積差相關等統計方法，瞭解高中職教師對安置機構學生的刻板印象與接納態度，以提供學校與教師之參考。主要研究發現如下：一、本次施測高中職教師有近6成為女性教師（58.0%）；有超過4成（43.5%）年齡滿在40歲~未滿50歲之間；教育程度在碩士（含以上）者佔將近7成（68.7%）；教學年資以滿10年~未滿20年最多，超過4成（42.9%）；教師職務以專任教師兼任導師職為最多，將近5成（46.1%）；任教經驗的有無，以曾經任教過安置機構學生為多，佔6成5（65.2%）；最近3年內曾任教過安置機構學生人數以填答1人至4人含以上最多，佔將近5成5（54.5%）。二、高中職教師對安置機構學生的刻板印象為「中等程度」，而接納態度則為「中間偏高程度」。三、男性高中職教師對安置機構學生的刻板印象較女性高中職教師高。四、高中職教師未曾教過安置機構學生的刻板印象比曾經教過者高。五、女性高中職教師對安置機構學生的接納態度較男性高中職教師高。六、曾經教過安置機構學生的高中職教師比未曾教過者接納態度高。七、最近三年內曾經教過安置機構學生的高中職教師比未曾教過者接納態度高。八、高中職教師對安置機構學生的刻板印象愈高，其接納態度就愈低。最後，研究者依據本研究獲得的研究發現進行討論，並對學校、教師及未來研究提出邀請安置機構社工到學校或教師拜訪安置機構瞭解學生安置狀況，強化親師互動、辦理教師輔導知能研習，加強對安置機構學生的認知、辦理安置機構學生問題處理經驗交流、對未曾任教安置機構學生的教師透過各式會議學習問題處理經驗分享、利用教師研習或會議時機，安排參訪安置機構、學校協助教師提供安置機構學生完整資訊等6項具體的建議。

關鍵字

刻板印象；安置機構學生；高中職教師；接納態度

並列摘要

This research is to understand the stereotypes and acceptance attitudes of high school and vocational high school teachers towards placement students, and use questionnaire survey to towards collect data. Taking the public and private high school and vocational high school teachers in the central part of the 107 academic year as the research object, using the comprehensive general test method, and obtaining 336 valid samples. The research tool used in this study was a self-edited "questionnaire of senior high school and vocational high school teachers' impressions and acceptance of placement students". The survey data was based on statistical methods such as descriptive statistical analysis, t-test, single-factor variance analysis, and Pearson product correlation. To understand the stereotypes and acceptance attitudes of high school and vocational high school teachers towards placement students, so as to provide reference for schools and teachers. The main research is as follows: 1. Nearly 60% of the high school and vocational high school teachers tested this time are female teachers (58.0%), and more than 40% (43.5%) are between the ages of 40 and under 50;those with a master's degree or above It accounts for nearly 70% (68.7%); the most years of teaching in 10 years to less than 20 years, the most, more than 40% (42.9%); in the teacher position, the most full-time teacher and tutor is the most, nearly 50% (46.1%) ; Whether there are teaching experience, the majority of the students have taught from residential care, accounting for 65% (65.2%); the number of students who have taught from residential care in the last 3 years is filled with 1 to 4 people and above, accounting for Nearly 50% (54.5%). 2. The stereotype of high school and vocational high school teachers towards placement students is medium level, while the attitude of acceptance is high middle level. 3. Male teachers who teach in high school schools have higher stereotypes on placement students than female high school and vocational high school teachers. 4. High school and vocational high school teachers who have never taught placement students have a higher stereotype than those who have ever taught. 5. Female teachers who teach in high school have a higher acceptance attitude of placement students than male high school and vocational high school teachers. 6. High school and vocational high school teachers who have ever taught placement students a higher degree of acceptance attitude than those who have never taught. 7. In the last three years, high school and vocational high school teachers who have ever taught placement students a higher degree of acceptance attitude than those who have never taught. 8. The higher the stereotype of high school and vocational high school teachers towards placement students, the lower their acceptance attitude. Finally, the researchers discussed based on the research findings obtained in this study, and proposed to the school, teachers, and future research to invite social workers from placement agencies to visit the schools or teachers to visit the placement agencies to understand the student placement status. It also strengthens parent-teacher interaction, organizes teacher counseling and knowledge study meetings, and strengthens the recognition of placement students, and handles problem-solving experience of placement students. Use the opportunity of teacher study or meeting to arrange visits to placement agencies and schools to provide teachers with 6 specific suggestions to provide teachers with complete information on placement agencies.