| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === The purpose of this study was to understanding the current situation of collaborative team work participated with expert staff, the degree of satisfaction and difficulties faced by special education teachers in junior high schools of New Taipei City. Questionnaire was the main method in this study. The data was obtained from 213 special education teachers by self-designed questionnaire “The participation and satisfaction to collaborative team of special education teachers of junior high school in New Taipei City”. The obtained data were analyzed by frequency distribution, percentage, t-test, one-way ANOVA, and Scheffé. The major findings are as follows:
1. The level of teachers’ participation in the service of collaborative team was above average. Most of the teachers could joint together to participate in collaborative team’s service, with the understanding of the focus of consultation, collaborative team’s recommendations, and they could also take the initiative to notify the parents. Unfortunately, the level of further follow-up tracking of execution of consultation was low.
2. The level of teachers’ satisfaction to collaborative team’s service was above average. They were satisfied to collaborative team staff who provided service on time, their respect for professional knowledge of each other, and the adequate communication with special education teachers. But there were lower levels of satisfaction on the aspect of application process of collaborative team’s service, time of providing professional service, and participation in individual educational programs, as well as too fast turnover rate of collaborative team’s staff.
3. What the most obvious difficulties faced by special education teachers in processing collaborative team’s service was “administrative support”, including inadequate time for discussion between each professional staff, less participation of professional staff in individual educational programs, inadequate service time provided and high turnover rate of professional staff. In dimensions of teaching and assessment, the most difficult part was too lower degree of parents’ participation in the recommended execution from professional staff.
4. Different educational level, years of service, and different positions of special education teachers showed significant difference in participation and levels of satisfaction on collaborative team’s service.
5. There were significant correlation between the participation of special education teachers and the satisfaction of collaborative team’s service. The overall correlation coefficient of participation and satisfaction was .273, showing a low positive correlation.
Finally, according to the result of this study, suggestions were offered for further research on the reference of the educational administrative agency, teacher-training agencies school administration units, and individual teacher.
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