| Summary: | 博士 === 國立彰化師範大學 === 工業教育與技術學系 === 104 === This dissertation attempted to construct a model for the relationship among professional competence for special education, attitudes toward the implementation of inclusive education and instructional problems of general class in senior high schools and vocational high schools. The subjects to be researched were teachers in senior high schools and vocational high schools. The research-developed "Questionnaire of Professional Competence for Special Education ", "Questionnaire of Attitudes Toward the Implementation of Inclusive Education " and "Questionnaire of Instructional Problems in General Class " were employed as the research tools. Samples are 504 teachers in 40 schools in total. The numbers of valid samples are 426. The effective received questionnaires are 84.524%. The acquired data was analyzed by using SPSS and AMOS with descriptive statistics, independent-sample t test, one-way analysis of variance (ANOVA), Pearson correlation analysis, multiple stepwise regression analysis and structural equation modeling (SEM), etc.
According to the analytical results, the conclusions are:
1.The overall performances of professional competence for special education and teachers’ attitudes toward the implementation of inclusive education were good. The overall performances of instructional problems of general class was moderate.
2.Department of Special Education or have completed high school special education process post of regular class teacher special education professional knowledge and ability is better, better teachers’ attitudes toward the implementation of inclusive education. No comprehensive set of functions Division regular class integrated education teacher with a good attitude, instructional problems small.
3.The correlation among teachers' professional competence for special education and teachers' attitudes toward the implementation of inclusive education were significant and positive. The correlation among teachers' professional competence for special education, attitudes toward the implementation of inclusive education and teachers' instructional problems of general class were significant and negative.
4. Professional competence for special education and teachers' attitudes toward the implementation of inclusive education show a negative prediction to teachers' instructional problems of general class
5.The SEM constructed for teachers' professional competence for special education, teachers' attitudes toward the implementation of inclusive education and teachers' instructional problems of general class showed a goodness of fit.
According to the conclusions above, the researcher provide some suggestions for educational administrative institutions, teacher in senior high schools and vocational high schools, and researchers in the future.
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