A Study on the Stress of Special Education Evaluation

• Main Authors: Kuo Su-Chin, 郭素琴
• Other Authors: Chang Sheng-pung
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/42328119885381905575

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === A Study on the Stress of Special Education Evaluation for Elementary School Teachers Researcher: Su-Chin Kuo Abstract Purposes of this study are to investigate the job stress of special education evaluation for elementary school teachers,and to provide suggestions for the reference of education administration agencies and elementary school teachers,when they execute special education evaluation. Survey research and interviews were conducted for this study. The subjects were 432 elementary school teachers, randomly surveyed from 3 school districts .The districts were Kaohsiung city , Kaohsiung county and Pingtung county. 355 acceptable questionnaires were collected .The acceptance rate was 82.18%. The questionnaire was entitled “A study on the stress of special education evaluation for elementary school teachers ”.The obtained data was analyzed by applying mean, standard deviation ,t-test and one –way ANOVA. The conclusions of this study are as follows: 1. Job stress of elementary school teachers who accept special education evaluation is above average. There is one exception,in“Organization atmosphere” which has a lower degree of stress. “Members of evaluation team” where found to have the highest degree of stress. 2. There were significant differences in stress of special education evaluation found in different groups. These groups are,“gender”, “age”, “duty”, “special education service duration”, “education level”,“experience of evaluation”,and “numbers of special classes”. 3. The highest stress of special education evaluation is in ,elementary school teachers (a) who are female (b) with no experiences of special education evaluation. 4. The lowest stress of special education evaluation is in, elementary school teachers (a) above 51 years (b) directors (c) 11-15 years special education service duration (d) graduate college and(e)3-6 special classes. In conclusion ,according to the above results , suggestions were made respectively for related educational authorities, elementary school teachers and further research.