| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系 === 89 === ABSTRACT
The purpose of this study was investigated teaching support needs of teachers teaching students with mental retardation in vocational high schools. The teachers of mental retardation to get enough teaching support needs or not will affect students learning chance and teacher’s teaching. The major wa8 of the research are questionnaire survey. The population of this research is teachers teaching students with mental retardation in vocational high schools in Taiwan, Penghus, Kimen. Total returned questionnaires were 335 for data analysis. The author analyzes the collected data by factor analysis, independent sample t-test, paired t-test, one-way ANOVA and Scheffẽ method conducted to analysis. The major finding were listed briefly as follows：
1.The degree of teaching support needs is belong to need for teachers of mental retardation and the factor of teaching support anticipate achievement turns by means: “parents and community participation”, “teaching equipment”, “administrative support”, “consulting service”, “in-service training”.
2. The degree for actual achievement of teaching support needs is lower for teachers of mental retardation and the turns by means: “teaching equipment”, “parents and community participation”, “consulting service”, “in-service training”, “administrative support”.
3. The degree of teaching support needs for anticipate achievement is different for teachers with various backgrounds, it departs for sexes, ages, professional backgrounds of mental retardation, areas and public/privy schools. Especially female, advance in study for special educational course, south area in Taiwan and privy schools are higher.
4. The degree of teaching support needs for actual achievement is different for teachers with various backgrounds, it departs for sexes, official duty, professional backgrounds of mental retardation, seniority and areas. Especially female and north Taiwan are higher.
5.There is significant different from anticipate and actual achievement of teaching support needs for teachers, that means teachers have high anticipate achievement degree of teaching support needs and achieve less support degree, that makes contrast from between.
According to the study results, the author offers some concrete suggestions for the education administrator, schools, teachers and the future study.
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