The Study of the Intent to Quit and Related Factors on Itinerant School Teachers Who Teach Students with Visual Disabilities

• Main Authors: Ran-san Hsu, 徐睿紳
• Other Authors: Ching-Jen Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/99599059631338779383

碩士 === 國立臺南大學 === 特殊教育學系教學碩士班 === 97 === This study aimed at investigating the intent to quit at the current position and its relevant factors on itinerant school teachers who taught students with visual disabilities. The researcher designed a questionnaire entitled as【The Questionnaire of the Intent to Quit on Itinerant Elementary or Secondary School Teachers of Students with vision Disabilities】and used it as the researched instrument for this study. A total of 80 copies were sent by mail. 74 were valid samples, with a returning rate of 92.5%. The data analysis was carried out by frequency distribution, percentage, mean, standard deviation, t-test, one-way analysis of variance, and χ2-test. The important findings in this study were as follows: 1. In the aspects of quitting inclining to the current conditions, 35.1% of itinerant elementary school teachers had the intent to stay at the current position. In terms of gender, 56.3% of male and 71.4% of female teachers had the intent to quit. 2. The top five factors for itinerant elementary school teachers’ intent to stay at the current position were：1. They were capable and accustomed to their job. 2. They had flexible working hours. 3. They were supported and recognized by students and their parents. 4. They obtained encouragement and supported from working partners. 5. They had enthusiasm and identification toward their job. 3. The top five factors for itinerant elementary school teachers’ intent to quit at the current position were：1. They consumed much time in circulating each school. 2. They did not applied for the traffic accidental insurance. 3. The allowance of the business trip expense was unreasonable. 4. The family factors. 5. It took lots of time and efforts to design teaching material and aids. There were 34 （45.9%） teachers who intend to switch to teaching the resource classes, while 23 （31.1%） teachers intend to switch to teaching common classes. 4. As for the personal background variations of the itinerant teachers, there was a significant difference only in the ages of the group; but not in sex, marriage status, teaching areas, and their educational degree. 5. As for the working background variations of the itinerant teachers, there was a significant difference only in total hours of weekly circuit; but not in the teaching experience, the professional backgrounds, the counseling experience in special itinerant education, and the number of the students counseled. Suggestions were provided various feasible scheme for educational authorities, schools, itinerant teachers, and future studies.