臺北市國中特教教師親師溝通與教學效能之研究

Abstract

本研究旨在瞭解臺北市國中特教教師親師溝通與教學效能之現況，分析教師背景變項（性別、有無子女、教學年資、兼任職務、特教專業背景）在親師溝通、教學效能的差異，最後探討親師溝通與教學效能間的關係與預測之情形。本研究採用問卷調查法，以186名臺北市公立國中特教教師為施測對象。 結果發現：(1)親師溝通方面，臺北市國中特教教師在按家長需求尋找適當的溝通方式、重視家長對學生問題的看法和感受、常溝通學校可利用的相關資源、且會以學生的需求為出發點說服家長得分較高；然而，在關心學生家庭、主動說明特教行政相關法令與措施、告知學生在校行為表現、以及尋求第三方協助解決問題等方面則得分較低。(2)教學效能方面，臺北市國中特教教師會在教學前精熟教學內容、能以多樣化的教學活動提升學生專注力、與學生保持良好師生關係、且會依據評量結果調整教學內容、方法與進度得分較高；然而，在依學生個別能力擬定教學目標、把社區資源融入教學、針對學生行為使用有效介入方案、以及與其他教師討論/分享學生學習成果與教學經驗等方面則得分較低。(3)女性、有子女、及服務年資在5年以下或26年以上的臺北市國中特教教師，自評親師溝通情形較佳。(4)女性、無兼任行政職務、及服務年資在5年以下或26年以上的國中特教教師，其自評教學效能表現較佳。(5)整體而言，臺北市國中特教教師親師溝通與教學效能間具有顯著正相關，親師溝通在各方面對於教學效能皆有顯著之預測力，顯示教師若自評在親師溝通表現較佳者，往往亦會自評具良好的教學效能。由於臺北市國中特教教師的親師溝通可預測其教學效能，因此，本研究針對調查現況結果提出數項建議。The objectives of this study are: (1) to discover the parent-teacher communication and teaching effectiveness status of the special education teachers; (2) to analyze the effects of teachers' background variables (including gender, with/without children, duration of teaching, part-time administrative positions, and special education professional background) on parent-teacher communication and teaching effectiveness; (3) to investigate if any relation or prediction between parent-teacher communication and teaching effectiveness. The quantitative questionnaire survey was conducted on 186 special education teachers from public junior high schools in Taipei City. Results of this study lead the following conclusions: (1) Special education teachers from public junior high schools in Taipei City can communicate with parents as the way they want. They pay attention on parents' opinions and feelings from students' problems. They provide resources from school to parents, and regard students' needs as a starting point to convince parents. However, They don't care about the students' family so much. They are passive on explaining Special-educational-related decree and administrative measures. They seldom tell the students' behaviors at school to parents, or seeking solutions to problems from third party. (2) Special education teachers from public junior high schools in Taipei City would prepare the content before teaching. They can arrange different kinds of teaching and learning activities to enhance students' attention. They would keep good relationships with their students, and adjust teaching content, method and schedule based on assessment results. However, They seldom set different teaching goals from students' abilities, or using community resources for teaching. They adopt few effective intervention programs for students' behaviors, and lack of discussion or shares about students' learning outcomes and teaching experience. (3) Special education teachers from public junior high schools in Taipei City who are female, with children, and duration of teaching under 5 years or over 26 years consider themselves with better parent- teacher communication. (4) Special education teachers from public junior high schools in Taipei City who are female, without part-time administrative positions, and duration of teaching under 5 years or over 26 years consider themselves with better teaching effectiveness. (5) Overall, There was significant positive correlation between parent-teacher communication and teaching effectiveness. Parents-teacher communication was significant predictive of the teaching effectiveness in all aspects. It means, teachers who consider themselves with better parent- teacher communication would like to consider themselves with better teaching effectiveness.Owing to the parents-teacher communication can predict the teaching effectiveness from special education teachers from public junior high schools in Taipei City, this study make several recommendations for the deficiency of investigation of the current situation.