臺北市國民中學特教教師專業承諾之研究

Abstract

本研究旨在探討臺北市國民中學特教教師專業承諾的現況，並分析不同背景變項之臺北市國民中學特教教師專業承諾之差異情形。 本研究主要採用問卷調查法進行研究，以2011年度531名現任特教教師為取樣範圍，隨機取樣，總計抽取198名教師，正式問卷發放份數總計為198份，有效問券175份，有效問卷回收率88％。依據所得資料分別以描述統計、t考驗、單因子變異數分析等統計方法進行資料分析，經分析所得結果如下： 一、臺北市國中特教教師具有高度的教師專業承諾。 二、特教教師專業承諾各層面得分大小依序為專業倫理、專業認同、研究進修、工作投入和留業意願。 三、臺北市國中特教教師在不同個人變項之年齡、服務年資對教師專業承諾具有差異。 （一）不同年齡的特教教師在在「整體教師專業承諾」上51歲以上組大於31至40歲組。 （二）不同服務年資的特教教師在「整體教師專業承諾」上16至25年組大於6至15年組。 四、臺北市國中特教教師在不同個人變項之性別、目前擔任職務、特教專業背景無差異。 五、臺北市國中特教教師在不同學校背景變項之學校規模和任教班別對教師專業承諾具有差異。 （一）不同學校規模的特教教師在「研究進修」上有顯著差異，學校規模25至48班組大於24班以下組，但在「整體教師專業承諾」上並無顯著差異。 （二）不同任教班別的特教教師在在「整體教師專業承諾」層面上特殊學校國中部組大於不分類身心障礙資源班組。The purpose of this research was to survey the special education teachers’ professional commitment in the junior high school of Taipei City and to explore the differences in the special education teachers’ professional commitment in the junior high school of Taipei City among diverse backgrounds. Subjects were chosen from 531 special education teachers in the junior high school of Taipei City in 2011 by the procedure of the questionnaire survey. 198 special education teachers were taken as the objects of this study randomly. Among these objects, 175 returned questionnaire posts were considered as effective samples. The questionnaire returns-ratio was 88% . All of the valid data were analyzed by Descriptive Statistics , t-test, and one-way ANOVA. The results from this study were as follows： 1.The special education junior high school teachers in Taipei City possess higher professional commitment. 2.The row order among dimensions of Professional Commitment scores is following：Professional Ethics, Professional Identity, Research Training, Job Involvement, and Willingness to stay in business. 3.There were significant differences in the individual variables of teachers’ age and teaching years on Professional Commitment of the special education junior high school teachers in Taipei City . a. The group above the age of 51 had more "overall professional teachers’ commitment " than 31 to 40 age group among special education teachers. b. The group from 16 to 25 teaching years had more "overall professional teachers’ commitment " than the group from 6 to 15 teaching years among special education teachers . 4. There was no significant difference in the individual variables of gender, held positions and special education background among the special education junior high school teachers in Taipei City. 5. The significant difference showed in school background variables of school size and teaching classes on Professional Commitment among special education junior high school teachers in Taipei City . a. The special education teachers in different size schools revealed significant differences on "research study". The school scale within 25 to 48 classes showed higher difference than the scale under 24 classes; however, there was no difference on “overall teachers’ professional commitment.” b. The special education teachers in special junior high school had more "overall teacher professional commitment " than in disability resource classes among various classes.