澳門幼兒教師勝任力調查研究

ABSTRACT

THIS STUDY INVESTIGATES THE RELATIONSHIP BETWEEN SPECIAL EDUCATION PROFESSIONAL COMPETENCE AND INCLUSIVE EDUCATION ATTITUDES AMONG GENERAL SCHOOL TEACHERS IN MACAO, AIMING TO UNDERSTAND HOW THESE FACTORS INFLUENCE THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE REGION. 310 VALID QUESTIONNAIRES WERE COLLECTED FROM LOCAL GENERAL SCHOOL TEACHERS THROUGH SURVEYS INCORPORATING 14 BACKGROUND VARIABLES, ANALYZED USING STATISTICAL METHODS INCLUDING INDEPENDENT SAMPLES T-TESTS, ONE-WAY ANOVA, AND ORDINAL ONE-WAY ANOVA. QUALITATIVE INTERVIEWS FURTHER SUPPLEMENTED THE FINDINGS. THE RESULTS SHOW: 1. GENERAL SCHOOL TEACHERS IN MACAO DEMONSTRATED A RELATEIVELY HIGH LEVEL OF ""OVERALL SPECIAL EDUCATION COMPETENCE"" AND ITS FIVE DIMENSIONS: ""GENERAL SPECIAL EDUCATION KNOWLEDGE,"" ""CURRICULUM DESIGN COMPETENCE,"" ""INSTRUCTIONAL DESIGN COMPETENCE,"" ""ASSESSMENT COMPETENCE,"" AND ""CLASSROOM MANAGEMENT COMPETENCE."" 2. TEACHERS SHOWED POSITIVE ""OVERALL INCLUSIVE EDUCATION ATTITUDES"" ACROSS THREE DIMENSIONS: ""COGNITIVE,"" ""EMOTION,"" AND ""BEHAVIOR."" 3. NINE BACKGROUND VARIABLES SHOWED SIGNIFICANT DIFFERENCES IN SPECIAL EDUCATION COMPETENCE: ""AGE,"" ""TEACHING EXPERIENCE,"" ""SPECIAL EDUCATION EXPERIENCE,"" ""PARTICIPATION IN INCLUSIVE EDUCATION COURSES OFFERED BY THE EDUCATION AND YOUTH AFFAIRS BUREAU (EYAB),"" ""PARTICIPATION IN EYAB WORKSHOPS/SEMINARS,"" ""PRE-TEACHING RELEVANT EXPERIENCE,"" ""LEVEL OF SUPPORT FROM SPECIAL EDUCATION PROFESSIONALS,"" ""FREQUENCY OF COLLEAGUE COMMUNICATION REGARDING INCLUSIVE STUDENTS,"" AND ""NUMBER OF INCLUSIVE STUDENTS IN THE CLASS WITH THE HIGHEST INCLUSION RATE."" 4. FIVE VARIABLES SHOW SIGNIFICANT DIFFERENCES IN ATTITUDES TOWARD INCLUSIVE EDUCATION: ""AGE,"" ""TEACHING EXPERIENCE,"" ""SPECIAL EDUCATION EXPERIENCE,"" ""PRE-TEACHING RELEVANT EXPERIENCE,"" AND ""FREQUENCY OF COLLEAGUE COMMUNICATION ON INCLUSIVE STUDENT ISSUES."" PART OF THE QUALITATIVE INTERVIEW RESULTS ARE CONSISTENT WITH THE QUANTITATIVE RESULTS. ADDITIONALLY, PEARSON CORRELATION ANALYSIS WAS CONDUCTED, REVEALING A POSITIVE CORRELATION BETWEEN SPECIAL EDUCATION PROFESSIONAL COMPETENCE AND ATTITUDES TOWARD INCLUSIVE EDUCATION. QUALITATIVE FINDINGS REVEALED ADDITIONAL INSIGHTS: 1. TEACHERS IDENTIFIED FIVE INFLUENCING VARIABLE FOR SPECIAL EDUCATION COMPETENCE: ""GENDER,"" ""EDUCATIONAL BACKGROUND,"" ""PROFESSIONAL SPECIALIZATION,"" ""JOB POSITION,"" AND ""TEACHING STAGE."" 2. TEACHERS IDENTIFIED FOUR VARIABLES IMPACTED INCLUSIVE EDUCATION ATTITUDES: ""EDUCATIONAL BACKGROUND,"" ""PROFESSIONAL SPECIALIZATION,"" ""JOB ROLES,"" AND ""NUMBER OF INCLUSIVE STUDENTS IN THE CLASS WITH HIGHEST INCLUSION RATE."" 3.  ""PERSONALITY TRAITS"" WAS A CRITICAL FACTOR IN TEACHERS’ INCLUSIVE EDUCATION ATTITUDES: TEACHERS WITH MORE POSITIVE, OPEN, AND PATIENT DISPOSITIONS SHOWED STRONGER INCLUSIVE EDUCATION ATTITUDES. 4. ""TEACHER-STUDENT RELATIONSHIP"" POSITIVELY INFLUENCED BOTH COMPETENCE AND ATTITUDES, WITH BETTER RELATIONSHIPS CORRELATING WITH HIGHER PROFICIENCY AND MORE FAVORABLE ATTITUDES. QUALITATIVE DATA PRIMARILY SERVED TO SUPPORT AND ENRICH THE QUANTITATIVE FINDINGS. 本研究以澳門普通學校教師為研究對象，探討教師在融合教育中的特教專業知能及融合教育態度之相關情況，並瞭解特教專業知能及融合教育態度對澳門融合教育發展之影響，從而由受訪者提供可提升相關因素的建議。研究一共收集了310位本澳普通學校教師的資料，14個背景變項，使用獨立樣本T檢定，單因子變異數分析、單因子等級變異數分析進行統計。結果顯示： 1）本澳普通教師在「整體特教專業知能」及其「一般特教知能」、「課程設計知能」、「教學設計知能」、「課程評核知能」及「班級經營知能」五大層面也屬於較好程度。 2）本澳普通教師在「整體融合教育態度」及其「認知」、「情感」及「行為」三大層面也屬於較好程度。 3）「年齡」、「教學年資」、「特教年資」、「修讀教青局所舉辦融合教育課程進修」、「修讀教青局所舉辦有關的講座/工作坊」、「任教前相關經驗」、「特殊教育專業人員的支援程度」、「就融合生問題而與同事溝通時間頻率」及「任教班級中最多融合生的班級之融合生人數」等九個背景變項在特教專業知能中呈顯著差異。 4）「年齡」、「教學年資」、「特教年資」、「任教前相關經驗」及「就融合生問題而與同事溝通時間頻率」等五個背景變項在融合教育態度中呈顯著差異。 而質性訪談有部分結果與量化結果相似，因此質性能解釋量化的情形。此外，亦通過獨立皮爾遜積差相關分析進行統計。結果顯示：特教專業知能與融合教育態度相互呈正相關。 再者，在質性訪談結果中有不同的發現，結果顯示： 1）本澳普通學校教師認為「性別」、「學歷」、「專業背景」、「擔任職務」、「任教階段」等五個背景變項在特教專業知能中有影響。 2）本澳普通學校教師認為「學歷」、「專業背景」、「擔任職務」、「任教班級中最多融合生的班級之融合生人數」等四個背景變項在融合教育態度中有影響。 3） 「人格特質」是影響教師融合教育態度的其中一個決定性因素，越正面積極、開放性態度越高及越有耐性，在融合教育態度上越正面。 4） 「師生關係」可能是影響教師特教專業知能及融合教育態度的其中一個決定性因素，即師生關係越好，特教專業知能及融合教育態度越好。 而質性所得出之結果主要是用來支撐及補充量化研究的結果之發現。