The study of job stress and needs of professional development for special education coordinators in elementary and junior high schools of Taipei City.

• Main Authors: YA-YUAN,LIU, 劉亞媛
• Other Authors: Li-yue Cheng
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/47969089669004736157

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === This study was concerned about job stress and needs of professional development for special education coordinators in elementary and junior high schools of Taipei City. Besides, analysis on how special education varies with the coordinator’s background was shown in this study as well. The study was based on the questionnaire survey guided by the theoretical framework developed from archive research. The participations of this research were 104 special education coordinators in elementary and junior high schools of Taipei City. The major findings of this study were as follows: 1. Job stress that special education coordinators in elementary and junior high schools of Taipei City had perceived was far above medium level. 2. Job stress varies little with different backgrounds (teaching stage, special education credits, special educational professional background) of the coordinators. 3. Job stress was varied significantly with different backgrounds of the special education coordinators (working periods, concurrent job periods). The subjects who worked as special education coordinators within two years had higher job stress than those over five years. 4. Special education coordinators in elementary and junior high schools of Taipei City had higher needs of professional development than medium level. 5. Special education coordinators in elementary and junior high schools of Taipei City had higher job stress and needs of professional development than medium level. 6. Special education coordinators in both elementary and junior high schools of Taipei City had similar job stress and professional development needs. According to the findings, the suggestions were noted to the Education Bureau, school principals, special education coordinators and future related study.