國中身心障礙資源班教師工作支持度之現況調查

Abstract

摘 要 本研究旨在探討國中身心障礙資源班教師工作支持度的現況，不同背景與環境變項的資源班教師工作支持度的差異程度，以及工作支持度各向度對整體工作支持度的預測情形。本研究對象為北部六縣市（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）的國中身心障礙不分類資源班之教師。研究者以自編之「國中身心障礙資源班教師工作支持度調查問卷」為工具，進行問卷調查。問卷共寄出300份，回收後得有效問卷237份，有效率為79%。所得資料進行描述統計、t考驗、單因子變異數分析與雪費法、以及逐步多元迴歸分析等統計處理分析後，得到以下結論： 一、國中身心障礙資源班教師的工作支持度屬於中等程度，工作支持各向度由高而低的順序是：自我工作支持度、家人工作支持度、教師同仁工作支持度、學校行政工作支持度、資源班學生工作支持度、資源班學生家長工作支持度。 二、國中身心障礙資源班教師整體工作支持度會因教師的性別（女＞男）、專業背景（特教師資班＞未具特教學分）、與任教地區（省縣轄市＞鄉鎮）的不同造成顯著差異。 三、國中身心障礙資源班教師工作支持各向度，依序為自我工作支持度、家人工作支持度、學校行政工作支持度、教師同仁工作支持度、資源班學生家長工作支持度、資源班學生工作支持度，六個向度對整體工作支持度的預測力為100%。 四、研究者並根據研究結果提出實務上及未來研究的建議。

Abstract The purpose of this study was to investigate the work support status for non-categorical resource room teachers in junior high schools, the difference of work support between teachers’ personal background and environmental variables, and the predictability of work support from each aspect to whole work support. The subjects of this study were teachers of non-categorical resource rooms in junior high schools in northern Taiwn.(i.e., Keelung City, Taipei city, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County ). The researcher used the self-developed tool “Questionnaire of Work Support Status for Non-Categorical Resource Room Teachers in Junior High Schools” to survey the work support status for resource room teachers. A total of 300 questionnaires were delivered. There were 237 returned valid questionnaires, and the validity was 79%. The valid data was statistically analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé post hoc contrast, and stepwise multiple regression. The conclusions from this study were as follows: (1) The degree of work support for non-categorical resource room teachers in junior high schools is on the average. The most work support is from self and family. The secondly most work support comes from colleagues and administrative personnel. The least work support is offered by students’ parents and students themselves. (2) Work support status for resource room teachers is significantly different across their gender, professional backgrounds, and areas. And (3) The predictability of work support from self, family, administrative personnel, colleagues, students’ parents, and students themselves to whole work support is 100%. Suggestions for related practitioners and future researchers are also addressed.