| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 95 === This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and RCTs and into the differences in each aspect of such relationship. The study was intended to probe into the statistical correlation between attitudes and status quo of collaboration and analyze the factors influencing the collaboration relationship. There were 284 returned valid questionnaires, the data from which were analyzed by descriptive statistics, t-test, Person product-moment correlation, and chi-square test. The results indicated that:
1. Both RRTs and RCTs in junior high schools assume positive and initiative attitudes towards collaboration and RRTs’s attitudes are significantly positive than RCTs.
2. The frequency of collaboration between RRTs and RCTs’ in junior high scholls is highest in the aspect of referral and least in the aspects of teaching and counseling. RRTs make more frequent referral than RCTs. Both types of teachers keep in contact with each other most frequently via telephone and conference, and the contact occurs mostly in the frequency of 2~4 days a time.
3. The attitudes of collaboration between RRTs and RCTs and the status quo of that are significantly positively correlated.
4. Conducive to the cordial collaboration relationship are RRTs’ and RCTs’ mutual respects for each other’s professions, congenial atmosphere of communication, consensus on educational philosophy, understanding of goals of collaboration and, more initiative. RRTs manifest more recognition of “consensus on educational philosophy” than RCTs.
5. Adverse effects on collaboration relationship are lack of common time for discussion, obscure ideas of the necessary roles in and goal of collaboration, paucity of related professionals, deficient administrative supports. RRTs have more recognition of “obscure ideas of the necessary roles in and goal of collaboration” than RCTs; RCTs have more recognition of “paucity of related professions” than RRTs.
Based on the results of the study, recommendations are made for Resource Room Teachers, Regular Class Teachers, and correlated administrations in Junior High Schools for further studies’ reference.
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