| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === The purpose of this study was to examine the transition service literacy of teachers in senior vocational high school. A purposive sampling of total 231 teachers working in senior vocational high school was conducted in a national wide survey. The research instrument of “The Scale of Transition Service Literacy of Teachers in Senior Vocational High School” was used, which consists of five areas: knowledge of transition service, planning in transition service, vocational preparation and counseling, consultation and collaboration, as well as attitude toward transition service. The collected data were analyzed through various statistic methods such as descriptive statistics, t-test, one- way ANOVA and stepwise regression analysis. The results indicate as following:
1.Overall speaking, most teachers of senior vocational high school scored above the average on the transition service literacy on “The Scale of Transition Service Literacy of Teachers in Senior Vocational High School”. Attitude toward transition service was scored the highest, the next was vocational preparation and counseling; and the consultation and collaboration, transition service planning, and transition service knowledge were followed in sequence.
2.In terms of mean differences of performances on the scale between different independent variables, the results showed that special education teacher's period of service time was significantly related to knowledge of transition service and consultation and collaboration; the teacher’s educational background was significantly related to planning in transition service, and attitude toward transition service; teacher’s participation in transition training was significantly related to knowledge of transition service, planning in transition service, vocational preparation and counseling, consultation and collaboration, attitude toward transition service attitude and sum of the scores on the scale.
3.In terms of prediction of independent variables on the performances of the scale, teacher’s participation in transition training was a good predicator for knowledge of transition service, planning in transition service, vocational preparation and counseling, consultation and collaboration, attitude toward transition service, sum of the scores on the scale.
Finally, implications and suggestions of transition services and related issues are suggested according to investigation results for the references of practices and strategies for the Bureaus of Education, teacher training institutes, special educators in senior vocational high schools and future research in the related field.
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