| Summary: | 碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 93 === This study intended to investigate teachers’ awareness on organizational climate of special education schools. The data collection method was based on document analysis and questionnair, “Special Education School Organization Climate Questionnaire”, that is own-designed and contains 48 questions. 358 teachers were selected from special education schools in Taiwan’s area by stratified random sampling. There were 275 efficient questionnaires and the retrieve rate was 73.3%. The result was processed by statistics software, SPSS for Window 10.0 edition, and by using statistical methods, such as percentage, t-test, and one-way ANOVA. The conclusions were as following:
1. “Principals’ supportive behavior”, “teachers’ collegial behavior”, and “teachers’ intimate behavior” were in a high-degree level. “Principals’ directive behavior” was in a medium-degree level. “Principals’ restrictive behavior” and “teachers’ disengaged behavior” were in a low-degree level. “Principals’ behavior open index” and “teachers’ behavior open index” were both in a medium-degree level.
2. A highest percentage of teachers were aware that the organizational climate of special schools is toward “the open climate”. The second and third ones are toward ”the disengaged climate” and “the closed climate”.
3. Teachers’ awareness on organizational climate of special education schools is not observiously influenced by their sex distinction and professional background. However, it is influenced by their age, school position, and the length of teaching experience.
4. Teachers’ awareness on organizational climate of special education schools is different based on the length of school year and on the amount of it’s students.
5. Recommdinations and suggestions that were based on the result of the study were made to the educational governor, principals, teachers, and also the further studies.
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