{"id":425476,"date":"2026-08-21T00:39:09","date_gmt":"2026-08-20T16:39:09","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425476"},"modified":"2026-08-24T12:15:33","modified_gmt":"2026-08-24T04:15:33","slug":"%e6%be%b3%e9%96%80%e5%b0%8f%e5%ad%b8%e4%b8%ad%e6%96%87%e6%95%99%e5%b8%ab%e5%b0%8d%e9%96%b1%e8%ae%80%e9%9a%9c%e7%a4%99%e7%9a%84%e4%ba%86%e8%a7%a3%e4%b9%8b%e8%aa%bf%e6%9f%a5%e7%a0%94%e7%a9%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e5%b0%8f%e5%ad%b8%e4%b8%ad%e6%96%87%e6%95%99%e5%b8%ab%e5%b0%8d%e9%96%b1%e8%ae%80%e9%9a%9c%e7%a4%99%e7%9a%84%e4%ba%86%e8%a7%a3%e4%b9%8b%e8%aa%bf%e6%9f%a5%e7%a0%94%e7%a9%b6\/","title":{"rendered":"\u6fb3\u9580\u5c0f\u5b78\u4e2d\u6587\u6559\u5e2b\u5c0d\u95b1\u8b80\u969c\u7919\u7684\u4e86\u89e3\u4e4b\u8abf\u67e5\u7814\u7a76"},"content":{"rendered":"<p>THIS STUDY AIMS TO GAIN A DEEPER UNDERSTANDING OF THE WORKING CONDITIONS AND SATISFACTION LEVELS OF SPECIAL EDUCATION TEACHERS IN MACAU, EXPLORING THE CHALLENGES THEY FACE AND THEIR SOLUTIONS. THE STUDY EMPLOYED A QUALITATIVE RESEARCH METHOD, CONDUCTING SEMI-STRUCTURED INTERVIEWS AND USING AN INTERVIEW OUTLINE TO GUIDE THE DIALOGUE. THE RESEARCH SUBJECTS WERE EIGHT SPECIAL EDUCATION TEACHERS FROM K SCHOOL IN MACAU. IN-DEPTH INTERVIEWS WERE CONDUCTED TO ANALYZE THEIR FINDINGS. BASED ON THE DATA OBTAINED, THE MAIN FINDINGS WERE SUMMARIZED AND ANALYZED AS FOLLOWS: I. CURRENT WORKING CONDITIONS OF SPECIAL EDUCATION TEACHERS THEIR WORK CONTENT CAN BE DIVIDED INTO THREE ASPECTS: TEACHING DUTIES, NON-TEACHING DUTIES, AND PERSONAL PROFESSIONAL DEVELOPMENT. TEACHERS&#8217; TEACHING DUTIES INCLUDE LESSON PREPARATION, CURRICULUM IMPLEMENTATION, DEVELOPMENT OF INDIVIDUALIZED EDUCATION PLANS, AND STUDENT ASSESSMENT. ALL TEACHERS, REGARDLESS OF SENIORITY, TEACH THE SAME SUBJECTS, BUT TEACHERS IN ADMINISTRATIVE POSITIONS NEED TO DEDICATE MORE TIME, RESULTING IN FEWER TEACHING SESSIONS. IN NON-TEACHING DUTIES, TEACHERS ARE RESPONSIBLE FOR RESOURCE MANAGEMENT, STUDENT DAILY MANAGEMENT, AND PARENT COMMUNICATION; MORE SENIOR TEACHERS TYPICALLY BEAR MORE ADMINISTRATIVE RESPONSIBILITIES. REGARDING PROFESSIONAL DEVELOPMENT, TEACHERS NEED TO MEET PROFESSIONAL DEVELOPMENT HOUR REQUIREMENTS. MORE SENIOR TEACHERS TEND TO CHOOSE MORE RELAXED AND ENGAGING COURSES, WHILE LESS SENIOR TEACHERS TEND TO FOCUS ON PRACTICAL COURSES TO IMPROVE TEACHING EFFECTIVENESS. II. SPECIAL EDUCATION TEACHER JOB SATISFACTION TWO LESS SENIOR TEACHERS EXPRESSED SATISFACTION WITH THEIR SALARIES, WHILE THREE MORE SENIOR TEACHERS AND THREE LESS SENIOR TEACHERS EXPRESSED DISSATISFACTION. EIGHT TEACHERS EXPRESSED DISSATISFACTION WITH THE WORK ENVIRONMENT AND SCHOOL RESOURCES. EIGHT TEACHERS EXPRESSED SATISFACTION WITH TEACHER INTERACTION AND THE DIFFICULTIES ENCOUNTERED. TWO SENIOR TEACHERS EXPRESSED DISSATISFACTION WITH SEEKING RESOURCE ASSISTANCE OR SUPPORT, WHILE ONE SENIOR TEACHER AND FIVE JUNIOR TEACHERS EXPRESSED SATISFACTION WITH SEEKING SUCH ASSISTANCE OR SUPPORT. TWO SENIOR TEACHERS AND ONE JUNIOR TEACHER EXPRESSED SATISFACTION WITH THEIR DAILY WORKLOAD AND BURDEN, WHILE ONE SENIOR TEACHER AND FOUR JUNIOR TEACHERS EXPRESSED DISSATISFACTION. ALL EIGHT TEACHERS EXPRESSED SATISFACTION WITH THE RESPECT AND SENSE OF ACCOMPLISHMENT THEY RECEIVED AT WORK. ALL EIGHT TEACHERS EXPRESSED DISSATISFACTION WITH OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT AND TRAINING FOR SPECIAL EDUCATION TEACHERS. III. DIFFICULTIES FACED BY SPECIAL EDUCATION TEACHERS AND SOLUTIONS SPECIAL EDUCATION TEACHERS IN MACAU&#8217;S PRIVATE SCHOOLS ARE GENERALLY DISSATISFIED WITH THE SALARY SYSTEM, AS IT FAILS TO REFLECT WORKLOAD AND LACKS A REWARD MECHANISM. IT IS RECOMMENDED TO INCREASE SALARIES, ESTABLISH A REWARD MECHANISM, AND REGULARLY EVALUATE THE SALARY STRUCTURE. TEACHERS REPORT A LACK OF NECESSARY TEACHING MATERIALS AND RESOURCES; CLASS FEES AND SUPPORT FOR TEACHING MATERIALS SHOULD BE INCREASED TO IMPROVE THE TEACHING ENVIRONMENT AND QUALITY. STAFF SHORTAGES PREVENT TEACHERS FROM EFFECTIVELY SUPPORTING STUDENTS WITH SPECIAL NEEDS; INCREASING STAFF WOULD ALLEVIATE THE BURDEN AND ALLOW TEACHERS TO FOCUS MORE ON TEACHING AND STUDENT INTERACTION. TO ENHANCE THE PROFESSIONAL COMPETENCE OF SPECIAL EDUCATION TEACHERS, CUSTOMIZED PROFESSIONAL DEVELOPMENT COURSES SHOULD BE DESIGNED, FOCUSING ON EMOTIONAL MANAGEMENT AND INDIVIDUALIZED INSTRUCTION PLANNING. THESE COURSES SHOULD BE MORE PRACTICAL AND OFFERED DURING WORKING HOURS OR ONLINE. 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href=\"https:\/\/library.usj.edu.mo\/zh\/resource-type\/master-thesis\/\" class=\"advgb-post-tax-term\">THESIS &amp; DISSERTATION<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">THESIS &amp; DISSERTATION<\/span>"],"slug":"tnc_tax_19659","name":"Document Type"},"tnc_tax_19651":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/degree-level\/master\/\" class=\"advgb-post-tax-term\">MASTER<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">MASTER<\/span>"],"slug":"tnc_tax_19651","name":"DEGREE 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