A research on teacher efficacy of the mental retardation classes in the junior high schools

• Main Authors: Yi-Chun Chen, 陳怡君
• Other Authors: Sheng-Pong Chang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/75523695687312570270

碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 91 === Abstract The purpose of this research is to investigate the current teacher efficacy of teachers who teaching students with mental retardation in junior high school. This research was to explore the differences of teacher efficacy under a variety of variables referring to personal backgrounds and tasks. As a result, the study analyzes how these variables are in relation to the prediction of teacher efficacy of teachers who teaching students with mental retardation in the junior high school. Teachers in the Tao-Yuan, Hsin-Chu, and Miao-li Counties have been inquired to complete a six-dimension questionnaire created and edited by the researcher. There were 112 valid samples. Information and data, therefore, have been collected and processed through such statistical methods as mean, standard deviation, t-test, one-way ANOVA, a posteriori comparisons, and multiple stepwise regression analysis. The study eventually concludes in presenting the following findings: 1. The junior high school teachers who teaching students with mental retardation tend to have high degrees of feelings about their entire teaching efficacy. These feelings lying on the six dimensions used in the questionnaire, from top degree down, are: “teaching plan and preparation”, “presenting materials systematically”, “multiple teaching strategies”, “using teaching assessment well”, “good class climate”, and “good skills in application of behavior modification”. 2. Teacher efficacy differs apparently in variables regarding gender, the future pleasure of teaching, and the population of a class. No differences found among factors as age, academic background, previous teaching experience of mental retardation, professional background in special education. 3. Teacher efficacy would be better predicted by variables, such as, the population of a class, the future pleasure of teaching, school area, gender, teacher-student ratio and academic background. Finally, to bring up some concrete suggestions according to the study outcomes as references for the related laws, governmental institution of education, school administration, teachers who teaching students with mental retardation in the junior high school, and correlated study in the future.