| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 95 === The objective of the study was to understand the reasons for the personnel change causalities of the special education directors in the elementary schools in Taipei for the past three years. After identifying the causes for the Transfer Causality, the author wants to provide mitigation strategies to solve the issue.
The study was conducted by using the questionnaire; Personnel Change Causalities of Special Education Directors in Elementary Schools in Taipei Survey, which was designed by the author. In addition to the analysis of the survey results, the study also incorporated with semistructured interviewing to come up with the mitigation strategy.
For the questionnaire survey, the sample size was 155 people, with 118 valid respondents. The redemption rate was 76.1%.
For the interview, the author interviewed four teachers. Two of them are directors who had been through assignment change, and the other two are directors who have not been through assignment change for the past three years.
The analysis showed：
1. Most of the directors have special education background. However, only part of them go back to teach in the special education class after they have gone through
assignment change. Therefore, the job movement of the directors implies the talent loss for the special education.
2. There is significant difference between the willingness of taking the reassignment and the happiness from work.
3. As for the professional capabilities, communication, risk management, and leadership are all being viewed as critical capabilities to have. Although the background of special education and administrator experience are helpful,
they are not perceived critical to work.
4. In terms of work, aspects that respondents showed low degree of satisfaction are, the education system, the budget and resource allocation, the teaching workload, and work & life balance, …etc.
5. Issues such as personal life planning, lack of summer or winter vacation, inability to cover both teaching and special education responsibility, the difficulties of holding special education event, the ever-changing government policy, too many seminars requirement, and bad resource allocation, are all key reasons that lead high attrition rate of special education directors.
On the basis of above analysis, the author proposed the following stratgies：
1. When assigning the job, the authority should consider the willingness of the teacher as the first priority and back up with the critical capabilities that required by the job role and responsibility.
2. In order to maintain the quality of teaching, the special education director should not be assigned the teaching responsibility.
3. For those who are special education directors, we should provide sufficient mental support and support with adequate resource.
4. As long as the qualities of teaching and working are not affected, we should encourage the successors to proactively attend related seminars and activities.
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