The Survey on Teaching Needs and School Administrative Support in special education schools from the Teachers’ Perspective

• Main Authors: Yi-yun Lo, 羅以芸
• Other Authors: Li Chuan Chiang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/74581086127804938163

碩士 === 國立臺南大學 === 教育經營與管理研究所 === 96 === The study aims to understand current situation of the teaching needs and school administrative support in the special education schools from the teachers’perspective. Self–developed questionnaire for teachers in special education school is adopted for data collection. There are 200 teachers of 16 special education schools participating in the survey, and the response rate is 95.5%. Statistics methods, including frequency distribution, mean, standard deviation, t-test, one-way ANOVA, and Scheffe’ method, are employed to analyze the data and differences among the participants’ background variables. Based on the main findings, the conclusions are proposed as follows: 1. Overall, the respondents report higher level of teaching needs, but perceive the lower level of school administrative supports. 2. By sorting the items of teaching need and school administrative support, there are three situations: first, teaching needs are reported higher by respondents than their perception of school administration supports in some items; second, the school administration supports are perceived higher by respondents than the teaching needs in some items; and, third, there are no differences between teaching needs and administrative support in some items. 3. The level of teaching needs in the aspect of the professional growth would change with different education degree, seniority and age; in the aspect of the curriculum and teaching would change with different background, except age and education background; in the aspect of the needs of software and hardware equipments, and II of professional teams and students parents supports, would change with different school types, school scale and the respondents’position at school. 4. Teachers with different background variables had different perception level of school administrative support with different background variables. They are school types, school scale and the respondents’position at school. Teachers working at mental retard school, unclassified school, large scale school, with the administrative position, perceive higher level of school administrative support. Based on the conclusions, the suggestions for educational authorities, special education schools, teachers, and further study, are proposed in the study.