A Survey of Work Support Status for Non-Categorical Resource Room Teachers in Junior High Schools

• Main Authors: Huang, Yi-Chuan, 黃怡娟
• Other Authors: Duh, Jeng-Jyh
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/03060517036369861160

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 95 === Abstract The purpose of this study was to investigate the work support status for non-categorical resource room teachers in junior high schools, the difference of work support between teachers’ personal background and environmental variables, and the predictability of work support from each aspect to whole work support. The subjects of this study were teachers of non-categorical resource rooms in junior high schools in northern Taiwn.(i.e., Keelung City, Taipei city, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County ). The researcher used the self-developed tool “Questionnaire of Work Support Status for Non-Categorical Resource Room Teachers in Junior High Schools” to survey the work support status for resource room teachers. A total of 300 questionnaires were delivered. There were 237 returned valid questionnaires, and the validity was 79%. The valid data was statistically analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé post hoc contrast, and stepwise multiple regression. The conclusions from this study were as follows: (1) The degree of work support for non-categorical resource room teachers in junior high schools is on the average. The most work support is from self and family. The secondly most work support comes from colleagues and administrative personnel. The least work support is offered by students’ parents and students themselves. (2) Work support status for resource room teachers is significantly different across their gender, professional backgrounds, and areas. And (3) The predictability of work support from self, family, administrative personnel, colleagues, students’ parents, and students themselves to whole work support is 100%. Suggestions for related practitioners and future researchers are also addressed.