國小特殊教育教師工作士氣與激勵策略之研究
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2005
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本研究旨在探討國小特殊教育教師工作士氣與激勵策略之議題，針對台北市812位國小特殊教育教師進行研究，研究方法以調查研究法為主，進行問卷統計分析，以探討研究問題。本研究抽取310位國小特殊教育教師做為樣本數，問卷回收率達91%，本研究之結果下：
一、工作士氣部分：
1.台北市國小特殊教育教師工作士氣在中等以上程度。
2.台北市國小特殊教育教師的工作士氣不會因特教服
務類別和性別不同而有差異。
3.台北市國小特殊教育教師工作士氣會因專業背景、教
學年資等變項的不同而有差異。
二、激勵策略部分：
1.台北市國小特殊教育教師所知覺激勵策略的成效達中上的程度。
2.台北市國小資優資源班教師所知覺的激勵策略較身心障礙資源班教師佳。
3.台北市國小特殊教育教師知覺的激勵策略不會因「性別」而有顯著差異；但會因「專業背景」、「教學年資」等變項的不同而有差異。
4.台北市國小特殊教育教師所知覺內在的激勵因素比外在的保健因素還佳。
三、台北市國小特殊教育教師所知覺的激勵策略與工作士氣呈中度正相關。
四、台北市國小特殊教育教師認為教育行政方面對特殊教
育教師最重要的前八項激勵策略依序為：
1.加薪。
2.個別化教育計畫的撰寫、實施，內容能精簡。
3.減少特殊教育相關評鑑的次數。
4.校長、主任、組長、普通教師參與特殊教育研習。
5.特殊教育教師減少個案管理的學生人數。
6.充分提供各種專業團隊資源輔導特殊學生。
7.減少特殊教育教師授課時數。
8.降低特殊教育教師非關教學的工作。
五、台北市國小特殊教育教師認為學校行政方面對特殊教育教師最重要的前六個激勵策略依序為：
1.研習時准予公假並安排代課而不需自行補課。
2.不斷的充實特殊教育相關設備。
3.能充分配合協助特教學生的排課。
4.特教班級的教室安排應合宜。
5.對特殊教育經費之運用，能依實際需求專款專用。
6.應重視特殊教育業務，並做好特教宣導工作。
六、台北市國小特殊教育教師認為身為特殊教育教師最重要的前五項激勵策略依序為：
1.與家長溝通良好，獲得尊重與肯定。
2.特教伙伴間常作經驗分享、相互砥礪。
3.工作平均分擔，避免出現勞逸不均之現象。
4.積極與普通班教師交流，獲得認同與肯定。
5.能和學生建立和諧、融洽的關係。
根據上述結果，本研究提供國小特殊教育行政主管機構、學校單位及特殊教育教師如何運用激勵策略來提高工作士氣的相關建議。
The research aims to explore the issue of teacher morale and motivation strategies of special education teachers in elementary level. 812 special education teachers of elementary level in Taipei City were studied in this research. The research method was mainly questionnaire survey. 310 special education teachers in elementary level were randomly selected as the samples. The respondent rate of the questionnaire was 91%. The result of the questionnaire was analyzed and concluded as following: A. Teacher morale: 1. Teacher morale of special education teachers in elementary level in Taipei was above average level. 2. Teacher morale of special education teachers in elementary level in Taipei had no difference among different services and different genders. 3. Teacher morale of special education teachers in elementary level in Taipei showed no substantial difference in genders, but it varied with professionalbackground and teaching experience. B. Motivation strategies: 1. The awareness of motivation strategies effectiveness of special education teachers in elementary level was above average. 2. The special education teachers of gifted classes had higher awareness of motivation strategies than the special education teachers of physical and mental disabilities students. 3. The awareness of motivation strategies of special education teachers in elementary level in Taipei showed no substantial difference in genders, but it varied with professional background and teaching experience. 4. The special education teachers in elementary level in Taipei had higher awareness of internal motivation strategies than external health insurance. C. The awareness of motivation strategies of special education teachers in elementary level in Taipei was positively correlated with morale. D. The top 8 preferences of motivation strategies in education authority level are listed as following: 1. Increase salary (or increase other allowances such as special education allowance, homeroom teacher allowance, teaching material editing payment and etc.) 2. Abbreviate IEP paperwork. 3. Decrease the number of relevant special education evaluation. 4. Encourage principals, head teachers of offices, section chiefs and all other teachers to join in special education workshops. 5. Reduce the number of individual cases of special education teachers. 6. Support and counsel special students with varied and professional resources. 7. Reduce the teaching periods of special education teachers. 8. Reduce the teaching irrelevant tasks from special education teachers. E. The top 6 preferences of motivation strategies in school authority level are listed as following: 1. Arrange substitute teachers and offer official leaves when joining in workshops. 2. Support and add relevant special education equipments constantly. 3. Assist and support special students with individualized class schedule. 4. Arrange appropriate resource classrooms. 5. Spend special education properly and practically. Suggest a special account for certain usage. 6. Value special education and promote special education with efforts. F. The top 5 preferences of motivation strategies as being a special education teacher are listed as following: 1. Maintain good relationships with parents and win their respect and recognition. 2. Encourage peers, share experience with partners. 3. Build up working systems, distribute workload fairly, and avoid uneven distribution of workload. 4. Exchange information and experience with regular classroom teachers actively, gain their recognition and cooperation. 5. Maintain harmonic and warm relationships with students. According to the above results, this research provides advises to special education authorities, school administration and special education teachers themselves of how to apply the motivation strategies to raise teacher morale.
The research aims to explore the issue of teacher morale and motivation strategies of special education teachers in elementary level. 812 special education teachers of elementary level in Taipei City were studied in this research. The research method was mainly questionnaire survey. 310 special education teachers in elementary level were randomly selected as the samples. The respondent rate of the questionnaire was 91%. The result of the questionnaire was analyzed and concluded as following: A. Teacher morale: 1. Teacher morale of special education teachers in elementary level in Taipei was above average level. 2. Teacher morale of special education teachers in elementary level in Taipei had no difference among different services and different genders. 3. Teacher morale of special education teachers in elementary level in Taipei showed no substantial difference in genders, but it varied with professionalbackground and teaching experience. B. Motivation strategies: 1. The awareness of motivation strategies effectiveness of special education teachers in elementary level was above average. 2. The special education teachers of gifted classes had higher awareness of motivation strategies than the special education teachers of physical and mental disabilities students. 3. The awareness of motivation strategies of special education teachers in elementary level in Taipei showed no substantial difference in genders, but it varied with professional background and teaching experience. 4. The special education teachers in elementary level in Taipei had higher awareness of internal motivation strategies than external health insurance. C. The awareness of motivation strategies of special education teachers in elementary level in Taipei was positively correlated with morale. D. The top 8 preferences of motivation strategies in education authority level are listed as following: 1. Increase salary (or increase other allowances such as special education allowance, homeroom teacher allowance, teaching material editing payment and etc.) 2. Abbreviate IEP paperwork. 3. Decrease the number of relevant special education evaluation. 4. Encourage principals, head teachers of offices, section chiefs and all other teachers to join in special education workshops. 5. Reduce the number of individual cases of special education teachers. 6. Support and counsel special students with varied and professional resources. 7. Reduce the teaching periods of special education teachers. 8. Reduce the teaching irrelevant tasks from special education teachers. E. The top 6 preferences of motivation strategies in school authority level are listed as following: 1. Arrange substitute teachers and offer official leaves when joining in workshops. 2. Support and add relevant special education equipments constantly. 3. Assist and support special students with individualized class schedule. 4. Arrange appropriate resource classrooms. 5. Spend special education properly and practically. Suggest a special account for certain usage. 6. Value special education and promote special education with efforts. F. The top 5 preferences of motivation strategies as being a special education teacher are listed as following: 1. Maintain good relationships with parents and win their respect and recognition. 2. Encourage peers, share experience with partners. 3. Build up working systems, distribute workload fairly, and avoid uneven distribution of workload. 4. Exchange information and experience with regular classroom teachers actively, gain their recognition and cooperation. 5. Maintain harmonic and warm relationships with students. According to the above results, this research provides advises to special education authorities, school administration and special education teachers themselves of how to apply the motivation strategies to raise teacher morale.
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Keywords
特殊教育教師, 工作士氣, 激勵策略, Special education teachers, teacher morale, motivation strategies