特殊教育學校教師生涯發展與專業成長之研究

呂淑美

指導教授 ： 林幸台教授

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2006年)

摘要

摘 要
本研究旨在探討特殊教育學校教師生涯發展與專業成長的現況，並分別探討不同背景變項之教師與生涯發展、專業成長的差異情形，及探討教師生涯發展與專業成長的關係，進而探討不同背景變項、生涯發展對專業成長的預測力。
本研究採用自編的「特殊教育學校教師生涯發展與專業成長調查問卷」為研究工具，調查全國公立特殊教育學校701位合格特殊教育教師。研究資料以描述性統計、t考驗、單因子變異數分析、積差相關與多元逐步迴歸分析等統計法進行處理，獲得以下結論：
一、我國特殊教育學校教師的生涯發展現況，有陷於遲滯、挫折與轉移的困境。
二、我國特殊教育學校教師的專業成長現況傾於積極正向。
三、我國特殊教育學校教師「生涯投入」之提昇是預測其專業成長的最重要因素。
四、我國特殊教育學校教師的生涯發展與專業成長因教師「年齡」、「婚姻狀況」、「特教背景」與「特教服務年資」背景變項不同而有差異。
五、未婚、年資淺與年齡輕的特教學校教師，其生涯學習高，生涯轉移也高。

本研究提出如下建議：
一、對教育行政機關之建議
（一）規劃系統性特教學校教師專業成長方案。
（二）強化與建置完整的教師生涯輔導機制。
（三）鼓勵特教系畢業者在職進修學位或第二專長學分。
（四）擴增教師奉獻特殊教育之誘因。

二、對特殊教育學校之建議
（一）規劃教師輔導制度，協助新進教師專業成長。
（二）擬定鼓勵教師校內外進修與研究措施。
（三）營造溫馨多元的教學環境，落實行政支援教學。

三、對特殊教育學校教師之建議
（一）利用多元管道，主動充實自我。
（二）重視生涯發展，強化身心健康。

關鍵字

特殊教育學校教師 ； 生涯發展 ； 專業成長

並列摘要

Abstract
The purposes of this study were to analyze the current status of career development and professional growth of the special education school teachers in Taiwan, to discuss the diversities of career development and professional growth due to different background variables of teachers, to discuss the relationships between teachers’ career development and professional growth, and to study the significant predictors of different background variables and career development for professional growth.
A self-designed “Questionnaire of Career Development and Professional Growth of Special Education School Teachers” was used to investigate 701 certificated special education teachers in nationwide public special education schools. The results were analyzed by using descriptive statistics, t test, one-way ANOVA, the Pearson product-moment correlation and the stepwise multiple regressions. The followings were concluded:
1. The current status of career development of special education school teachers was in a dilemma of career stagnancy, career frustration and career shift.
2. The current status of professional growth of special education school teachers tended to be positive.
3. The improvement of career enthusiasm of special education school teachers was significant predictor to their professional growth.
4. “Age,” “marriage status,” “background of special education trainings,” and “teaching experience in special education” made the differences of career development and professional growth of special education school teachers.
5. Single, less teaching years and younger special education school teachers had higher career learning and career shift.
On the basis of the results in this study, recommendations were made as follows:
1. For education administrations:
(1) Scheming out systematic professional growth plans for special education school teachers.
(2) Strengthening and constructing the career counseling mechanism for special education school teachers.
(3) Encouraging on-job or second specialty training for special education undergraduates.
(4) Increasing the motivations for teachers to devote to special education.
2. For special education schools:
(1) Scheming teacher guidance system to assist new teachers in professional growth.
(2) Framing the plans to encourage teachers to study and research.
(3) Providing warm and variable teaching environment and implementing supports for instruction.
3. For special education school teachers:
(1) Actively improving their profession with multiple ways.
(2) Valuing career development and increasing mental and physical health.

並列關鍵字

special education school teacher ； career development ； professional growth

參考文獻

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