| 摘要: | The purpose of this study was to investigate the relationships between teaching willingness and the selected variables including the personal, familial, school, and social factors among teachers of the mentally retarded. The respondents of this study consisted of 527 elementary and junior high school teachers of the mentally retarded in Taiwan. The instrument for data collection was the Teacher Feeling Questionnaire. The data analysis approaches included the Pearson's product-moment correlation and multiple regression. The conclusions drawn from the study are as follows: 1. The personal factors self-decision for special class teaching, religion belief, aptitude for special class teaching. present health condition, present teaching achievement and prior experience with the handicapped, respectively, revealed a statistically significant relationship to the variable of teaching willingness. 2. The personal factors age, sex, academic background professional training, years of regular class teaching, years of special class teaching, and age of starting special class teaching, respectively, failed to have any statistically significant relationship to the variable of teaching willing- ness. 3. A statistically significant correlation was found between the familial factor of family support level for special class teaching and the variable of teaching willingness. 4. The familial factors marriage status, number of children, and family economic status did not have any statistically significant relationship to teaching willingness 5. The school factors school support, colleague relation exchange between regular and special class teachers, students' feedback, curriculum planning autonomy, special class environment, and students' characteristics, respectively, significantly correlated with the variable of teaching willing- ness. 6. The school factors of present position, teaching hours, teaching pressure, and possibility to re-teach regular class failed to have any statistically significant relationship to the variable of teaching willingness. 7. The social factors of parental support, social acceptance, and teachers' status, respectively, had a significant relationship to the variable of teaching willing- ness. 8. The best set of factors to predict teaching willingness of teachers working with the mentally retarded in this study was the combination of the variables aptitude for special class teaching, prior experience with the handicapped, teachers' status, self-decision for special class teaching, students' characteristics, present teaching achievement, curriculum planning autonomy, exchange between regular and special class teachers, family support level for special class teaching, and school support.
本研究之目的，乃在探討啟智教育教師的任教意願與經選定之個人、家庭、學校、及社會因素的關係。 本研究之對象，係來自臺灣地區的527名國民中小學啟智教育教師。蒐集資料所用的研究工具為教師感受問卷。資科分析所採用的方法包括皮爾遜積差相關與多元回歸分析。 從本研究所擭致的結論如下: 1，任教啟智班的自我抉擇、宗教信仰、從事啟智教育的性向、目前的健康狀況、目前任數啟智班的成就感、與任教啟智班前接觸殘障的經驗這些個人因素，各顯示與任教意願正統計上有顯著的關係。 2.年齡、性別、最高學歷、專業訓練、普通班任教年資、啟智班任教年資、及開始任教啟智班之年齡這些個人因素，各與任教意願無統計上的顯著相關。 3.家人對任致啟智班的支持程度這一家庭因素和任教意願在統計上呈現顯著的相關。 4.婚姻狀況、子女人數、及家庭經濟狀況這些家庭因素，與任教意願並無任伺統計上的顯著關係。 5.學校支持程度、同事關係、啟智班與普通班教師的交流情形、啟智班學生學習的反應情形，啟智教育教師對課程經營的自主性、啟智班的環境、及智能不足學生的特性這些學校因素，各和任教意願有顯著的相關。 6.目前現職、授課時數、啟智教育的教學壓力、及回到普通班任教的可能性這些學校因素，和任教意願在統計上並未出現任何顯著的相關。 7.家長的支持程度、社會的接納程度、及啟智教育教師的地位這些社會因素，各與任教意願有顯著的關係。 8.在本研究中，用以預測啟智教育教帥任教意願最好的因素組合，是從事啟智教育的性向、任教啟智班前接觸殘障的經驗、啟智教育教師的地位、任教啟智班的自我抉擇、智能不足學生的特性、目前任教啟智班的成就感，啟智教育教師對課程經營的自主性、啟智班與普通班教師的交流情形、家人對任教啟智班的支持程度、及學校支持程度這些變項的結合。 |
