國小特殊教育教師工作壓力與社會支持之研究－以雲林縣為例

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/19491

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题名:	國小特殊教育教師工作壓力與社會支持之研究－以雲林縣為例
其它题名:	Job Stress and Social Support for Special Education Teachers in Elementary School in Yunlin County
作者:	吳登凱 Wu, Teng-kai
貢獻者:	教育社會學研究所蘇峰山 Feng-shan Su
关键词:	國小特殊教育教師;教師工作壓力;教師社會支持 special education teacher in elementary school;social support;job stress
日期:	2010
上传时间:	2015-03-16 10:54:36 (UTC+8)
摘要:	本研究旨在瞭解國小特殊教育教師工作壓力現況與社會支持情形，並探討工作壓力與社會支持兩者之間的關係。研究採用質性研究，讓研究參與者從個人觀點陳述工作壓力與社會支持的情形。研究參與者係以雲林縣98年度特殊教育評鑑為優等或甲等學校之特殊教育教師六名為對象，透過深度訪談進行資料的收集。　　　本研究主要發現如下：一、國小特殊教育教師工作壓力現況，分別從「班級教學」、「行政組織」、「角色壓力」、「社會壓力」等四個層面進行探討。包括學生個別差異太大、教材規劃難度高、時間運用、缺乏成就感、特殊教育評鑑、普通班教師溝通、普通班教師與學生家長這些部分。二、國小特殊教育教師社會支持情形，分別從「家人支持」、「同儕同事支持」、「行政支持」、「學生家長支持」及「專業支持」這五個來源進行探討。家人支持提供情感性支持與協助教材教具製作。同儕同事支持包括大學同學、特教班搭檔、特殊教育教師助理員這三種社會支持。行政支持提供改善教學環境的支持。學生家長提供人力支援、協助課業活動與訊息性支持。專業支持包括特殊教育專業團隊與大學教授這兩種社會支持。三、分別從國小特殊教育教師工作壓力現況之四個層面，進一步探討與社會支持情形的關係，得知社會支持提供各種不同類型與功能的幫助，可解決或緩和特殊教育教師所面臨的工作壓力。　　　依據上述研究發現，研究者提出建議以供國小特殊教育主管機關、國小特殊教育教師以及未來相關研究之參考。　　The study is aimed at understanding the present situations of job stress and social support of special education teachers in elementary school so as to discover the relationship between the two. The study adopts qualitative study method, allowing study participants to describe the situations of job stress and social support from their personal point of views. The participants are six special education teachers working in elementary schools rated as "Excellence＂or "Outstanding＂by 2009 Special Education Evaluation of Yunlin County. And the data is collected by means of in-depth interview.　　　The findings of the study are as follows:I. The present job stress of special education teachers in elementary schools is discussed from four respective dimensions: class teaching, administrative organization, role pressure, and social pressure. Various issues are involved; for example, there are too many individual differences existing among students and the planning of teaching materials is too difficult. In addition, time operation, lack of sense of achievement, special education evaluation, and communication with other teachers of regular class, and parents of regular class students are included as well.II. The social support of special education teachers in elementary schools is discussed from five respective sources: family support, peer colleague support, administrative support, student's parents' support, and profession support. Firstly, family members provide special education teachers with emotional support and the assistance of making teaching materials. Secondly, peer colleagues include three social supports: schoolmates in college, partner in special education class, and assistant teacher of special education. Thirdly, administrative support focuses mainly on improving the teaching environment. Fourthly, parents of students offer human resources, schoolwork and activity assistance, and information support. Lastly, profession support involves two various social support: the team of professional special education teachers as well as college professors.III. The study continues to explore the relationship between social support and job stress from the perspective of the four dimensions concerning the present job pressure of special education teachers in elementary schools. It is learned that social support may release or mitigate the present job pressure facing special education teachers by providing various types of help and different functional assistance.　　　Based on the study results, the study then proposes suggestions as a reference for the supervisors of special education in elementary school, special education teachers in elementary school, and future studies.
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