A Study of Special Education Teachers' Social Support from Online Professional Groups and Professional Commitment

• Main Authors: Lo, Yi-Shan, 羅逸珊
• Other Authors: 陳明終
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/07361857462827079560

碩士 === 臺北市立大學 === 心理與諮商學系心理與諮商教學碩士學位班 === 103 === The current study investigated the relationship among participation in online professional groups, online social support, and professional commitment in the case of special education teachers. A sample of 311 special education teachers participated in the survey; they completed a paper-pencil questionnaire or an online survey form, which asked about demographic information, use of online social networking services, social support, and professional commitment. Data were analyzed by means of Chi-square test, product-moment correlation, and one-way ANOVA. Major findings are: (1) Special education teachers perceived having received more informational online social support and less emotional support. (2) Special education teachers manifested above average level of professional commitment. (3) Teachers who more often participated in online professional groups reported receiving greater levels of online social support. (4) Frequency of participation in online professional groups was found to correlate with perceived online social support, which was found to correlate with teacher professional commitment. Based on the previous findings, suggestions are made concerning the construction of online professional groups and teacher attitude toward participation in online professional groups as means of social support and life-long learning in the field of special education.