| 摘要: | 本研究主要的目的，乃在探討我國啟智教育教師所需要的特質與車業能力。本研究係運用自編的「教師特質問卷」與「啟智教育教師所需專業能力調查問卷」，分別對134名啟智教育教師的特質作評量，及對321名啟智教育教師實施意見調查。資料分析所採用的統計方法，計有t考驗、平均數的排序、史皮爾曼等級相關等。從本研究所蒐集的資料，經分析結果，可獲致下列的結論:一、優秀的啟智教育教師在「對啟智教育工作之意願」、「教學方法的變通性」、「精力充沛」、「同情心」、「具有教育理想」、「待人誠懇和藹」、「才能的多樣性」、「接納學生少許的進步」 、 「工作熱忱」、「智能卓越」、「成熟可靠」、「充滿自信」、「勇於擔當」等十三個積極性特質方面，似比一般啟智教育教師表現得更為明顯而突出。二、「啟智教育教師所需專業能力調查問卷」上所列的全部七十四個專業能力項目，皆被啟智教育教師認為是彼等在教育智能不足兒童時所需具備的。其中「能了解智能不足學生的身心發展」，被公認是一項最重要的專業能力； 被認為「甚需具備」的專業能力計有66項 ;而其餘的七項則屬「需要具備」的層次。三、國中與國小啟智教育教師對「啟智教育教師所需專業能力調查問卷」上所列的各項專業能力，在重要程度之排序方面，意見是相當一致的。四、國中與國小啟智教育教師對「一般專業能力」、「評量與記錄」、「課程與教學」、「輔導能力」、及「人際溝通」各專業能力領域的需要，皆無顯著的差異。
The main purpose of this study was to investigate characteristics and competencies needed by teachers of the mentally retarded in the Republic of China. "Teacher Characteristics Questionnaire" and "Competency Inventory for Teachers of the Mentally Retarded" developed in the study were used to assess the characteristics of 134 teachers of the mentally retarded and to conduct opinion survey of 321 teachers of the mentally retarded, respectively. The data analysis approaches employed were t test, mean scores ranking, and Spearman rank correlation. The conclusions drawn from the study are as follows: 1. The outstanding teachers of the mentally retarded tended to have more significant and positive Characteristics than the ordinary teachers in "willingness to educate the mentally retarded", "flexibility of instructional methods", "physical stamina", "sympathy", "educational ideal", "friendliness", "multiplicity of talents", "accepting minimal progress by the students", "work enthusiasm", "intellectual excellence", "maturity and dependability", "self confidence", and 'willingness to assume responsibility". 2. All 74 competency items on "Competency Inventory for Teachers of the Mentally Retarded" were considered necessary by teachers of the mentally retarded. Of these items, "can understand physical and mental development of retarded students" was identified as the most important teacher competency; 66 items were rated as "considerably required" the other 7 items were in the level of "moderately required". 3. The opinions of junior high school teachers were quite consistent with those of elementary teachers of the mentally retarded on the importance ranking of competencies listed on "Competency Inventory for Teachers of the Mentally Retarded ." 4. No significant differences were found in the needs of competency areas such as "general competencies", "assessment and records", "curriculum and instruction", "guidance competencies", and "interpersonal communication" between junior high and elementary school teachers of the mentally retarded. |
