| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === This study attempts to use survey to explore special education class students’ personality traits, job-social skills, work adjustment, and causal models at vocational high school. The subjects in the study include 330 special education class students at vocational high school. The result of the survey is analyzed and presented by the descriptive statistics, one-way MANOVA (Multi-variant Analysis of Variance), and linear structural equation model. Based on the data analyses, the findings (results) of the study are summarized as follows:
1.The tendency towards the five personality traits of the special education class students at vocational high school, according to the ranking from the most priority to the least priority, is from effectuation motivation, negative-reaction tendency, positive-reaction tendency, expectancy of success, to outer-directedness.
2.The performance of the special education class students at vocational high school in the job-social skills, according to the ranking from the best to the worst, is from the performance of a job role, the ability to cooperate, the ability to get along with others, to the ability to communicate.
3.The degree of special education class students’ satisfaction with their own performance in the practical workplace and in the working environment is higher than the one of their employers’ and their colleagues’ satisfaction with their work performance.
4.There are no significant differences in the tendency towards the personality traits among the special education class students who are from different sex and have the different education parents. The special education class students living in the city have a higher tendency towards “outer-directedness” than the ones living in the country. The special education class students, who have democratic parents, have a higher tendency towards “effectuation motivation” than the ones, who have indulgent parents.
5.There are no significant differences in the performance of the job-social skills among the special education class students who are from different sex, from different areas, and have different education parents, at vocational high school. The special education class students, who have democratic parents, have better performance in the “job-social skills” and the “ability to cooperate” than the special education class students, who have indulgent parents.
6.There are no significant differences in the work adjustment in the practical workplace among the special education class students who are from different sex, from different areas, and have different education parents, at vocational high school. The special education class students, who have democratic parents, have been more satisfied with their jobs than the special education class students, who have authoritative parents.
7.“The Second Modified Model” has coordinated the data from the observation. According to the model, it is effective to use the special education class students’ personality traits and job-social skills separately to explain students’ work adjustment.
According to the result of the survey, the study aims to provide some further suggestions for parents, teachers, educational administrators, and the later researchers.
|
|---|
