| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === A study on the viewpoint of special education teachers on teachers’ employment and reward systems in elementary schools in Taiyuan County
Abstract
The purposes of this study are trying to realize the viewpoint of special education teachers on teachers’ employment and rewards systems. This research conducts a survey on 312 special education teachers served in Taoyuan County by questionnaires. The findings are following:
1. In sight of special education teachers, the satisfaction on employment system of Taoyuan County is medium level:
(1) About selection system, the satisfaction of the operation of teacher evaluation and review committee is higher than admission. The average satisfaction on admission is 58% (the median is 50%), approximate at medium level. The average satisfaction on the operation of teacher evaluation and review committee is 79% (the median is 50%), approximate at upper medium level.
(2) The first two highest satisfactions on admission are: “It’s fair that the teacher evaluation and review committee commending the selection of special education teachers to education bureau” and “the selection of special education teachers adopts engagement is appropriate.”, respectively; on the contrary, The first two lowest satisfactions are “the equitableness of engagement and assignment is equal” and “the admission of special education teachers adopts assignment is appropriate”.
(3) The highest satisfaction on the operation of teacher evaluation and review committees is: “It’s fair that teacher evaluation and review committee processes the admission”; and the lowest satisfaction is “teacher evaluation and review committee can weed out the disqualified teachers”.
2. In sight of special education teachers, the satisfaction on rewards system of Taoyuan County is medium level:
(1) About rewards system, the satisfaction of subordinates from high to low are material reward, activity reward, and social reward, respectively. The average satisfaction on material reward is 70% (the median is 50%), approximate at medium level. The average satisfaction on activity reward is 66% (the median is 50%), approximate at medium level. The average satisfaction on social reward is 62% (the median is 50%), approximate at medium level.
(2) The first two highest satisfactions on material reward are: “Current compensation is sufficient.”, and “Current year-end bonus system is reasonable”; on the contrary, the first two lowest satisfactions are “Current tutor fee for special education teachers is equitable” and “Current special education bonus is equitable”.
(3) The highest satisfaction on activity reward is: “Awarded school sharing its experiences with other schools”; on the contrary, the lowest satisfaction is “Assessment held every two year is equitable.”
(4) The highest satisfaction on social reward is: “The opportunity of training for special education teachers is equitable”; on the contrary, the lowest two satisfactions are “The rewards opportunities between gifted class and disability class are equal” and “special education teachers and normal teachers are equally approved.”
The results and conclusions that this study survey provides references with education administration, administration of schools, special education teachers and future research.
Key words: admission, reward system, teacher evaluation and review committee
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