| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 106 === The purpose of this study was to explore the special education teachers’ working stress and adjustmental process. The researcher invited ten participants who had over 10-year working experience in junior high schools. Semi-structured interview was applied to explore their working stress, coping strategies, support system and adjustmental process. Qualitative method and grounded theory formed the basis of data analysis during the research, and also included open coding, and selective coding. Results of this study showed that the main working stress included: (1) personal role conflicts; (2) teaching; (3) parent and teacher association; (4) peer relationship; (5) collaboration between general and special education teachers; (6) school administration organization; (7) Overall education environment. Senior teachers’ coping strategies were (1) personal working style; (2) cognitive adjustment; (3) time management; (4) seeking social support; (5) leisure activities; (6) forming expert system; (7) highly working flexibility. The support system of senior teachers were (1) personal character; (2) in-service education; (3) family support; (4) students feedback; (5) students’ parents feedback; (6) special education teachers’ teamwork; (7) school system collaboration; (8) government system. The study categorized senior special education teachers’ adjustmental process into three types: (1) the teachers possessed positive personality, adapted to requirement and enjoyed the work; (2) the teachers experienced significant frustration and developed grit afterwards; (3) the teachers faced consistent challenges but they never gave up. Finally, related suggestions for beginning teachers and further studies were provided.
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