| Summary: | 博士 === 國立彰化師範大學 === 特殊教育研究所 === 91 === The purpose of this study was to investigate the team collaboration competencies of the teachers in the mental retarded school, and also to identify which competencies need to be improved. The research participants included 180 teachers from the mental retarded schools in Taiwan. The questionnaire survey was conducted. The researcher also interviewed 8 therapists in the mental retarded schools. The questionnaire data were analyzed by descriptive statistics, One-Way ANOVA, One-Way MANOVA, multiple stepwise regression and t-test. The interview data was taped and transcribed verbatim for data analysis. The major findings were as follows:
1.The teachers rated the importance of the team collaboration
competencies as High. And the most important dimensions were
Personal Characteristics and Service Coordination.
2.There was no significant difference in teachers’ ratings on
the importance of the team collaboration competencies among
different background.
3.The years of service and the time to join the team
collaboration showed predictability for the importance of
the team collaboration competencies.
4.The teachers rated their own team collaboration competence
as middle level. The highest score of all dimensions was
“Personal Characteristics”; the lowest was “Evaluation of
the Collaboration Effectiveness”.
5.The time to join the team collaboration and the training of
the team collaboration had significant differences on the
teachers’ self-rated team collaboration competencies.
6.The training of the team collaboration and the time to join
the team collaboration showed predictability for the
teachers’ self-rated team collaboration competencies.
7.The teachers rated all the 30 competencies as necessary to
be improved, especially the dimension of “Evaluation of the
Collaboration Effectiveness”.
8.The therapists in the mental retarded school regarded all
the competencies defined in the study about the team
collaboration are important for teachers. They thought most
teachers had good team collaboration competence. Moreover,
the dimension of “Team Collaboration Theory” was the most
important and was also needed to be improved firstly.
According to the findings, the implications and suggestions for the teacher training and the further research were also presented.
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