| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 99 === The purpose of this study is to investigate the situation of comprehensive vocation subject teachers’ cultivation of job-related social skill with students. Besides, it compares teachers of different background variables (genders, systems of the school, classifications of teacher qualifications, background of special education knowledge) and different teaching experiences (teaching in comprehensive vocation subjects, teaching vocational practice courses, teaching general courses, teaching vocational courses, being a tutor)with the differences of cultivating job-related social skills.
The self-designed questionnaire was used to survey on 203 qualified comprehensive vocation subject teachers in north area (Taipei City, Keelung City, New Taipei City, Taoyuan County, Hsinchu County, Miaoli County, Yilan County). The questionnaire can be divided into two dimensions and seven items, under the “basic job-related social skills” dimension that includes four items: appropriate apparel and well- hygiene, appropriate behaviors, punctuality and attendance, appropriate responses. Under the other dimension is “advanced job-related social skills “and that includes three items: work responsibilities, performances of collaboration, accepting criticism and emotional management. The collected data have been processed and analyzed through frequency distribution, percentage statistics, t-test, one-way ANOVA, and Scheffé post hoc comparison. The following results were obtained:
1.With the different dimensions, teachers cultivate “basic job-related social skills” more often than “advanced job-related social skills”. With the different items, teachers cultivate “appropriate apparel and well- hygiene”, “appropriate behaviors”, “punctuality and attendance”,” appropriate responses” and “work responsibilities” more often than “performances of collaboration” and “ accepting criticism and emotional management”.
2.Teachers in different systems of the school, genders, classifications of teacher qualifications and background of special education knowledge cultivate student less in the items of “performances of collaboration” and “accepting criticism and emotional management”.
3.Teachers’ different teaching experiences of general courses, vocational practice courses, vocational courses and being a tutor all cultivate student less in the items of “performances of collaboration” and “accepting criticism and emotional management”.
4.Teachers with both general teacher and special education teacher qualifications cultivate whole job-related social skills more significantly frequently than teachers with only general teacher qualifications.
5.Teachers with less or no experience of being a tutor or teaching vocational practice, vocational and general courses have fewer frequent of cultivate job-related social skills.
6.Teachers with different classifications of teacher qualifications, background of special education knowledge and teaching experiences have the significant diversity in the item of “punctuality and attendance”.
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