國中特教教師管教類型之調查研究

Abstract

本研究主要目的在探討國中特教教師的管教類型現況。 本研究研究方法採問卷調查法，調查對象為452名國中智障集中式特教班與不分類資源班之特教教師，以自編之「特教教師管教類型量表」作為研究工具，所得資料以卡方檢定等統計方法進行處理。 本研究之主要發現如下： 一、當前國中特教教師所採用的管教類型以「放任型」為最多，「協商型」次之，「支持型」再次之，而以「強迫型」與「妥協型」為最少。 二、男性特教教師採用的管教類型以「支持型」為最多，而女性特教教師則以「放任型」為最多。 三、年長的特教教師採用的管教類型以「強迫型」為最多，而年輕的特教教師則以「協商型」為最多。 四、中部地區的特教教師採用「支持型」與「協商型」的管教高於其他地區的特教教師。 五、不同婚姻狀況、任教年資、任教型態、特教專業背景、班級人數及學生障礙程度之特教教師，在管教類型上皆未達顯著差異。 最後，本研究根據上述發現，提出對教育行政機關與師資訓練單位、學校與特殊教育教師及未來研究等三方面的相關建議。

The purpose of this study was to understand discipline of junior high school special education teachers. The self-constructed questionnaire " The discipline of special education teachers" was used in this survey study. The sample was drawn from 452 junior high school special education teachers who teach students with mental retardation and non-categorical disabilities in Taiwan. The obtained data were analyzed by χ2-square. The main findings were as follows:

1. The discipline type the current junior high school special education teachers adopted the most was "abdicating", and the least were "enforcing" and "compromising ". 2. Male special education teachers adopted the most was "supporting", and female special education teachers adopted the most was "abdicating". 3. The older special education teachers adopted the most was "enforcing", and young special education teachers adopted the most was "negotiating". 4. The special education teachers in the central region adopted "supporting" and "negotiating" discipline more than those in other regions. 5. There were no significant differences in teacher disciplines among special education teachers with different marriage, the number of years of teaching, the category of teaching, professional background, class sizes, and students disability level.

Further discussion was made on the basis of the previous findings, and suggestions on the administrational agency, teacher-training agency, school, special education teachers and future research were offered.