澳門小學教師對校園欺凌認知之質性研究

ABSTRACT

THE STUDY AIMS TO EXPLORE THE CAPABILITIES AND NEEDS OF SPECIAL EDUCATION TEACHERS IN MACAU REGARDING PROFESSIONAL TEAM COLLABORATION. THE BACKGROUND OF THE RESEARCH INDICATES THAT THE SPECIAL EDUCATION SYSTEM IN MACAU HAS BEEN CONTINUOUSLY DEVELOPING SINCE 1996, WITH A NEW ""SPECIAL EDUCATION SYSTEM"" INTRODUCED IN 2020, WHICH EXPLICITLY REQUIRES SCHOOLS TO ESTABLISH PROFESSIONAL TEAMS TO PROVIDE EFFECTIVE SUPPORT FOR STUDENTS WITH SPECIAL NEEDS. THE OBJECTIVES OF THIS STUDY ARE TO UNDERSTAND THE PERCEPTIONS OF SPECIAL EDUCATION TEACHERS IN MACAU REGARDING THE IMPORTANCE OF PROFESSIONAL TEAM COLLABORATION SKILLS AND THEIR SELF-ASSESSED PROFICIENCY. IT WILL ALSO EVALUATE THE DIFFERENCES IN PERCEPTIONS OF COLLABORATION SKILLS AMONG TEACHERS FROM DIFFERENT BACKGROUNDS AND, BASED ON THEIR SELF-ASSESSMENTS, PROVIDE RELEVANT TRAINING RECOMMENDATIONS TO ENHANCE THE EFFECTIVENESS OF TEACHERS IN PROFESSIONAL COLLABORATION. THE STUDY UTILIZED A MIXED RESEARCH METHOD COMPRISING QUESTIONNAIRES AND QUALITATIVE INTERVIEWS, WITH A TOTAL SAMPLE OF 55 TEACHERS FROM VARIOUS SPECIAL EDUCATION SCHOOLS. ADDITIONALLY, QUALITATIVE INTERVIEWS WERE CONDUCTED WITH 8 PROFESSIONALS FROM DIFFERENT SPECIAL EDUCATION INSTITUTIONS. THE MAIN FINDINGS OF THIS STUDY INCLUDE: 1. IMPORTANCE OF PROFESSIONAL TEAM COLLABORATION SKILLS FOR SPECIAL EDUCATION TEACHERS IN MACAU TEACHERS AND PROFESSIONALS BELIEVE THAT ALL COLLABORATION SKILLS ARE IMPORTANT AND RECOGNIZE THE SIGNIFICANCE OF CULTIVATING TEACHERS’ COMPREHENSIVE COLLABORATION ABILITIES TO ADDRESS CHALLENGES. 2. PROFICIENCY OF PROFESSIONAL TEAM COLLABORATION SKILLS AMONG SPECIAL EDUCATION TEACHERS IN MACAU IN TERMS OF PROFICIENCY, TEACHERS AND PROFESSIONALS UNANIMOUSLY AGREE THAT THE ABILITY TO ""COLLABORATIVELY SOLVE PROBLEMS"" IS RELATIVELY WELL-DEVELOPED, BUT THERE REMAINS SIGNIFICANT ROOM FOR IMPROVEMENT IN ""SERVICE COORDINATION,"" ""INTERPERSONAL COMMUNICATION,"" ""PROFESSIONAL TEAM COLLABORATION,"" AND ""COLLABORATION EFFECTIVENESS ASSESSMENT."" 3. IMPORTANCE OF COLLABORATION SKILLS ACROSS DIFFERENT BACKGROUNDS OF SPECIAL EDUCATION TEACHERS REGARDLESS OF THE TEACHERS' GENDER, AGE, EDUCATIONAL BACKGROUND, PROFESSIONAL EXPERIENCE, TEACHING YEARS, OR TEACHING STAGES, THEIR RECOGNITION OF THE IMPORTANCE OF PROFESSIONAL TEAM COLLABORATION SKILLS IS RELATIVELY CONSISTENT, INDICATING THE UNIVERSALITY AND NECESSITY OF TEAMWORK IN THE FIELD OF SPECIAL EDUCATION. 4. PROFICIENCY OF COLLABORATION SKILLS ACROSS DIFFERENT BACKGROUNDS OF SPECIAL EDUCATION TEACHERS AGE AND TEACHING EXPERIENCE SIGNIFICANTLY INFLUENCE TEACHERS' SKILL LEVELS; OLDER TEACHERS EXHIBIT GREATER CONFIDENCE IN THEIR ABILITIES RELATED TO ""INTERPERSONAL COMMUNICATION,"" ""SERVICE COORDINATION,"" AND ""THEORY OF PROFESSIONAL TEAM COLLABORATION."" TEACHERS WITH LONGER TEACHING EXPERIENCE ALSO DEMONSTRATE HIGHER PROFICIENCY IN ""COLLABORATIVE PROBLEM-SOLVING."" ADDITIONALLY, TEACHERS WHO HAVE PARTICIPATED IN PROFESSIONAL TEAM COLLABORATION FOR A LONGER DURATION SHOW MORE CONFIDENCE IN THEIR ABILITIES CONCERNING ""THEORY OF PROFESSIONAL TEAM COLLABORATION."" 5. IMPORTANCE OF DIVERSE TRAINING FOR PROFESSIONAL TEAM COLLABORATION DIVERSIFIED PROFESSIONAL TRAINING HAS A POSITIVE IMPACT ON ENHANCING TEACHERS' SKILLS. SCHOOLS REGULARLY PROVIDE IN-SERVICE TRAINING ON VARIOUS TOPICS, THEREBY IMPROVING TEACHERS’ PROFESSIONAL CAPABILITIES AND FACILITATING INTERDISCIPLINARY COLLABORATION. 6. COLLABORATION SKILLS THAT NEED PRIORITY IMPROVEMENT TEACHERS PLACE A HIGH EMPHASIS ON ""SERVICE COORDINATION"" AND ""INTERPERSONAL COMMUNICATION"" SKILLS, YET THE ACTUAL PROFICIENCY IN THESE TWO AREAS IS RELATIVELY INSUFFICIENT, INDICATING THAT THEY SHOULD BE PRIORITIZED FOR IMPROVEMENT. 7. IMPACT OF ENVIRONMENTAL FACTORS ENVIRONMENTAL FACTORS SUCH AS INSUFFICIENT SCHOOL RESOURCES, HIGH WORK PRESSURE, AND TIME MANAGEMENT NEGATIVELY AFFECT THE QUALITY OF COLLABORATION AMONG TEACHERS, LIMITING THEIR ABILITY TO EFFECTIVELY IMPLEMENT PROFESSIONAL COOPERATION AND POTENTIALLY IMPACTING STUDENTS' LEARNING OUTCOMES. THE RESULTS INDICATE THAT TEACHERS GENERALLY PERCEIVE THE IMPORTANCE OF PROFESSIONAL TEAM COLLABORATION SKILLS TO BE HIGH; HOWEVER, THERE IS STILL SIGNIFICANT ROOM FOR IMPROVEMENT IN AREAS SUCH AS ""SERVICE COORDINATION"" AND ""INTERPERSONAL COMMUNICATION."" FACTORS LIKE AGE, TEACHING EXPERIENCE, AND DURATION OF PARTICIPATION IN PROFESSIONAL TEAM COLLABORATION SIGNIFICANTLY INFLUENCE TEACHERS' PROFICIENCY LEVELS. OLDER TEACHERS DEMONSTRATE HIGHER CONFIDENCE AND COMPETENCE IN MULTIPLE SKILLS. THE FINDINGS OF THIS STUDY NOT ONLY FILL A RESEARCH GAP IN MACAU'S EDUCATION SECTOR REGARDING THE COLLABORATION SKILLS OF SPECIAL EDUCATION TEACHERS BUT ALSO PROVIDE IMPORTANT REFERENCES FOR FUTURE PROFESSIONAL DEVELOPMENT AND TRAINING FOR TEACHERS, HIGHLIGHTING THE NEED TO ENHANCE TEACHERS' PROFESSIONAL CAPABILITIES." 研究旨在探討澳門特殊教育教師在專業團隊合作中的能力與需求。研究背景指出，澳門特殊教育制度自1996年以來不斷發展，新的《特殊教育制度》於2020年出台，明確要求學校建立專業團隊，以提供有效支持給有特殊需求的學生。本研究目的希望能了解本澳特教教師對專業團隊合作能力的重要程度看法和自身具備程度看法，接著評估不同背景的特教教師對合作能力的認知差異，最後針對教師的能力自評，提出相應的培訓建議，以促進教師在專業合作中的有效性。 本研究採用了問卷調查和質性訪談的混合研究方法，樣本共計55名來自不同特殊教育學校的教師；而質性訪談方面共8名來自不同特教學校的專業人員進行質性訪談。本研究主要發現包括： 一、 澳門特教教師專業團隊合作能力的重要性 教師和專業人員認為各項合作能力均具重要性，並認同培養教師綜合合作能力對於應對挑戰的重要性。 二、 澳門特教教師專業團隊合作能力的具備程度 在能力具備程度方面，教師和專業人員一致認為「個人特性」和「合作解決問題」能力較為充分，但在「服務協調」、「人際溝通」、「專業團隊合作理論」和「合作成效評估」方面仍有提升空間。 三、 不同背景的特教教師對合作能力的重要性 無論教師的性別、年齡、學歷、專業背景、教學年限及教學階段如何，對於專業團隊合作能力的重要性認知相對一致，顯示團隊合作在特殊教育領域中的普遍性與必要性。 四、 不同背景的特教教師對合作能力的具備程度 年齡和教學年限顯著影響教師的能力水平；年齡較大的教師在「人際溝通」、「服務協調」和「專業團隊合作理論」能力上表現出更高的自信心；教學年限較長的教師在「合作解決問題」的能力上也顯示出較高的具備程度；參與專業團隊合作時間較長的教師在「專業團隊合作理論」的能力表現更有自信。 五、 多元培訓對專業團隊合作的重要性 多元化的專業培訓對教師能力的提升有積極影響，學校定期提供不同主題的在職培訓，從而提升教師的專業能力並促進跨專業合作。 六、 優先需要加強之團隊合作能力 教師對「服務協調」和「人際溝通」能力的重視度較高，但這兩項能力的實際具備程度相對不足，應成為優先加強的領域。 七、 環境因素的影響 學校資源不足、工作壓力大及時間管理等環境因素對教師合作質量產生負面影響，限制教師有效實施專業合作的能力，並可能影響學生的學習效果。 研究結果顯示教師普遍認為專業團隊合作能力的重要性高，但在「服務協調」及「人際溝通」等能力具備上仍有顯著的提升空間。年齡、教學年資和參與專業團隊合作時間對教師能力的具備程度有顯著影響，年長教師在多項能力上展現出更高的自信和能力。本研究的結果不僅填補了澳門教育界在特殊教育教師合作能力方面的研究空白，還為未來的教師專業發展和培訓提供了重要的參考依據，促進了對教師專業能力提升的重視。