| 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 === Abstract
The purposes of this study were to analyze the current status of career development and professional growth of the special education school teachers in Taiwan, to discuss the diversities of career development and professional growth due to different background variables of teachers, to discuss the relationships between teachers’ career development and professional growth, and to study the significant predictors of different background variables and career development for professional growth.
A self-designed “Questionnaire of Career Development and Professional Growth of Special Education School Teachers” was used to investigate 701 certificated special education teachers in nationwide public special education schools. The results were analyzed by using descriptive statistics, t test, one-way ANOVA, the Pearson product-moment correlation and the stepwise multiple regressions. The followings were concluded:
1. The current status of career development of special education school teachers was in a dilemma of career stagnancy, career frustration and career shift.
2. The current status of professional growth of special education school teachers tended to be positive.
3. The improvement of career enthusiasm of special education school teachers was significant predictor to their professional growth.
4. “Age,” “marriage status,” “background of special education trainings,” and “teaching experience in special education” made the differences of career development and professional growth of special education school teachers.
5. Single, less teaching years and younger special education school teachers had higher career learning and career shift.
On the basis of the results in this study, recommendations were made as follows:
1. For education administrations:
(1) Scheming out systematic professional growth plans for special education school teachers.
(2) Strengthening and constructing the career counseling mechanism for special education school teachers.
(3) Encouraging on-job or second specialty training for special education undergraduates.
(4) Increasing the motivations for teachers to devote to special education.
2. For special education schools:
(1) Scheming teacher guidance system to assist new teachers in professional growth.
(2) Framing the plans to encourage teachers to study and research.
(3) Providing warm and variable teaching environment and implementing supports for instruction.
3. For special education school teachers:
(1) Actively improving their profession with multiple ways.
(2) Valuing career development and increasing mental and physical health.
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