Elementary and Junior High School Principal’s Roles in Promoting Special Education—From the Perspectives of Teachers

• Main Authors: Jong, Feng-Jy, 鍾鳳枝
• Other Authors: Wang, Jan-der
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/35907110168671966998

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 94 === This research was to examine (a) the roles of principals of elementary and junior high schools in promoting special education at present stage and (b) the perspectives of the teachers in both special and general education, though the paper also seeks to explore the differences between these two groups in terms of their outlooks toward the roles of special education promoted by principals of elementary and junior high schools and the distinctions between their expectations toward the roles and their actual implementation. The main research participants are the teachers in the elementary and junior high schools in Taipei City and County. The study is undertaken by the questionnaire entitled , ‘Questionnaire for the Role of Principals of Elementary and Junior High Schools in Promoting Special Education,’ designed by the researcher to serve as the research tool. The questionnaire comprises five dimensions. The data are presented by statistical methods such as number distributions, average, standard deviation, percentage, and Students’ t-test. The conclusion derived from the data analysis is specified as follows. Teachers’ expectations toward the roles of principals in promoting special education and the expectations to the realization of such roles are listed in the following order: organization plan and management, support and encouragement, leading and advocating, communication and coordination, supervision and evaluation. Concerning the current situation of the realization of the roles which principals take to promote special education could be analyzed into following elements: organization plan and management, support and encouragement, leading and advocating, communication and coordination, supervision and evaluation. Concerning the teachers’ expectations toward principals’ roles in promoting special education and their role realization, all of the five dimensions reach significance, meaning that principals’ role realization cannot meet teachers’ expectations. Across different groups of teachers, teachers in special education have significantly higher expectations than those in general education. In terms of role realization, however, teachers in general education hold slightly higher expectation than those in special education. Other issues including teachers of different backgrounds and educational levels are also discussed.