澳門特殊教育教師的工作現狀與工作滿意之探討-以 K 學校為例

ABSTRACT

INCLUSIVE PRESCHOOL EDUCATION IN MACAO IS IN ITS INFANCY AND RESOURCE TEACHERS (RTS) PLAY A PIVOTAL ROLE IN SUPPORTING KINDERGARTEN TEACHERS. THIS STUDY AIMED TO INVESTIGATE MACAO KINDERGARTEN TEACHERS’ DEMAND FOR AND SATISFACTION OF RTS’ SUPPORT SERVICES IN INCLUSIVE EDUCATION. USING A MIXED METHOD DESIGN, THE RESEARCHER ADMINISTERED A SELF-DEVELOPED QUESTIONNAIRE (INCLUDING A NEED SCALE AND A SATISFACTION SCALE) TO 70 KINDERGARTEN TEACHERS AND INTERVIEWED FOUR KINDERGARTEN TEACHERS. BASED ON THE QUANTITATIVE AND QUALITATIVE DATA ANALYSES, RESULTS SHOWED THAT: 1) KINDERGARTEN TEACHERS HAD A HIGH DEMAND FOR RTS’ SUPPORT SERVICES NO MATTER WHETHER THEY HAD PREVIOUSLY RECEIVED SUCH SERVICES, AND KINDERGARTEN TEACHERS WHO HAD RECEIVED RTS’ SUPPORT SERVICES (N = 43) WERE MODERATELY SATISFIED WITH THEIR SUPPORT SERVICES. 2) THERE WAS A MODERATE CORRELATION BETWEEN THE DEMAND AND SATISFACTION SCALES AND RESPECTIVE DIMENSIONS. THE NEED LEVEL WAS SIGNIFICANTLY HIGHER THAN THE SATISFACTION LEVEL ON ALL SIX DIMENSIONS. TEACHERS REPORTED HIGHEST SCORES ON BOTH THEIR NEED AND SATISFACTION ON THE DIMENSION OF COOPERATION, INTERACTION, AND COMMUNICATION. 3) KINDERGARTEN TEACHERS’ NEED LEVEL INCREASED SIGNIFICANTLY WHEN THE NUMBER OF INCLUSIVE STUDENTS TAUGHT DURING THE SCHOOL YEAR WAS THREE OR MORE, COMPARED TO A NUMBER BELOW THREE. TEACHERS’ SATISFACTION LEVEL DID NOT DIFFER SIGNIFICANTLY ACROSS ANY DEMOGRAPHIC VARIABLES. 4) KINDERGARTEN TEACHERS WERE SATISFIED WITH RTS’ SUPPORT SERVICES IN TERMS OF IMPROVED CLASSROOM MANAGEMENT BY HANDLING INCLUSIVE STUDENTS’ PROBLEM BEHAVIORS, PULL-OUT INSTRUCTION, TEST-TAKING ASSISTANCE, REDUCTION OF IEP WORKLOAD, AND THE PROVISION OF PROFESSIONAL SUPPORT TO PARENTS. 5) KINDERGARTEN TEACHERS WERE DISSATISFIED WITH RTS’ SUPPORT SERVICES IN TERMS OF COOPERATIVE INTERACTION AND COMMUNICATION, CO-TEACHING, ASSESSMENT OF INCLUSIVE STUDENTS’ PERFORMANCE, AND SUPERVISION OF RTS' WORK. BASED ON THE KINDERGARTEN TEACHERS’ EXPECTATIONS FOR RTS’ SUPPORT SERVICES, THE IMPLICATIONS OF THIS STUDY WERE DISCUSSED TO PROVIDE MEANINGFUL AND EVIDENCE-BASED DIRECTIONS FOR THE RESEARCH AND PRACTICE OF INCLUSIVE PRESCHOOL EDUCATION IN MACAO. 澳門學前融合教育處於發展階段，資源教師在支持幼稚園教師學前融合教育中起著舉足輕重的作用。本研究旨在探究澳門幼稚園教師對資源教師支援服務的需求及滿意度情況。通過問卷調查法和半結構訪談法相結合的混合研究方法，研究者採用自編問卷調查了澳門70名幼稚園教師並訪談了4名幼稚園教師，其中問卷的需求和滿意度量表均分別由六個維度組成，包括：「專業知能」、「擬定和執行個別化教育計劃」、「教學資源與課程」、「成績評量」、「合作互動溝通」、「家長溝通」。量化及質性數據分析結果顯示：1）無論之前是否接受過資源教師的支援服務，幼稚園教師對資源教師的支援服務都有著較高的需求，而接受過資源教師支援服務的幼稚園教師（N = 43）對其支援服務的滿意度則達到一般滿意的水準；2）需求與滿意度量表及各維度之間呈現中度正相關，同時需求程度在各維度上均顯著高於滿意度；需求與滿意度得分最高的都是「合作互動溝通」維度；3）在不同的背景變量下，需求程度只有在「本學年為多少位融合生提供教學」該變量上有顯著差異，當融合生人數達到3名或以上時，教師對資源教師的需求有所增加，而滿意度在不同的背景變量下則沒有顯著差異；4）幼稚園教師對資源教師在改善融合生行為問題造成的班級影響、抽離教學、測考協助、減少IEP工作量、以專業角度向家長提供支援服務方面感到滿意；5）幼稚園教師對資源教師在合作互動溝通、合作教學模式、成績評量、對資源教師工作監管等方面感到不太滿意。最後，結合幼稚園教師對資源教師所提出的期望，筆者提出本研究的啟示，包括完善資源教師的政策規定、加強資源教師的專業化程度、拓展幼稚園教師與資源教師合作教學的模式，以及促進雙方之間的溝通與合作互動關係，為本澳學前融合教育的研究與實踐提供有意義的、循證的方向。