| Summary: | 碩士 === 國立屏東教育大學 === 特殊教育學系 === 97 === This study investigated the job satisfaction of special education (Ed.) teachers in elementary school through literature review and questionnaire survey with open-ended questions. 132 questionnaires were sent out, and 130 had responded. The return-ratio was 98.48%. Of which 119 were valid, 109 of them having also completed the open-ended questions. The percentage of completed questionnaires was 91.6.
The conclusions were as the following:
1.The special Ed. teachers’ job satisfaction level was rated between medium to high. The highest level of job satisfaction by dimension was in interpersonal relationship and the lowest was school administration.
2.The special Ed. teachers’ job satisfaction level had no significant difference in regards to teacher’s gender, age, educational background, and special Ed. background.
3.There was a significant difference found in interpersonal relationship dimension among different class types.
4.There was a significant difference found in further education dimension among teachers with different additional duties.
5.Other major findings from open-ended questions were:
(1)The most satisfactory factor for special Ed. teachers was in teaching.
(2)The most unsatisfactory factor for special Ed. teachers was from school administration.
(3)The major factors for special Ed. Teachers’ willingness to remain in their position were related to teaching.
(4)The major factors for special Ed. teachers to have considered leaving current position were related to other factors.
(5)The suggestions to promote the job satisfaction from special Ed. teachers focused on the school administration dimension.
(6)There were 43% special Ed. teachers who would have considered leaving their current position.
(7)Some special Ed. teachers who remain in their current job were due to involuntary factors.
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