| Summary: | 碩士 === 中國文化大學 === 青少年兒童福利研究所 === 98 === The subjects of the study are major special education schools and special education rooms in northern Taiwan area. Purposive sampling of 364 paraprofessionals in special education and questionnaire survey are adopted. Self-edited “Questionnaire on the working state and the feeling of paraprofessionals in special education” is used as a survey tool, with 308 responses, 291 valid responses, and a validity rate of 94%. For statistic analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product- moment correlation, and Stepwise Multiple Regression Analysis are adopted as well. The results are---
1. With the average point of 3.90, the overall job stress of paraprofessionals in special education is moderate. Within five variables, the highest job stress is stress of child educating and caring. The rest of other variables are workload, job characteristic, student’s problems, and administrative communication in sequence.
2. With the average point of 3.16, the job satisfaction of paraprofessionals in special education is moderate. Within five variables, the highest job satisfaction is development and achievement. The rest of other variables are peripheral support, labor support, extensive courses, and feedback in sequence.
3. There exists noticeable discrepancy between part of background variables of paraprofessionals in special education and job stress:
Those workers who have background variables of junior college degree, majoring in nursing, over eleven-year experience, governmental officials, or paraprofessionals in special education who have served students between nineteen and six, feel higher job stress than others.
4. There exists noticeable discrepancy between part of background variables of paraprofessionals in special education and job satisfaction:
Those workers who have background variables of over fifty years old, majoring in nursing, with professional license, over eleven-year experience, working for special education schools, contract workers, or professionals in special education who have served students number ranging over nineteen or between seven and twelve, feel higher job satisfaction than others.
5. Negative relevance exists noticeably between job stress and job satisfaction,
6. The prediction of job satisfaction by adopting the variable of job stress:
（1）Three variables, administrative, student’s problems and job characteristic, can be used to noticeably predict job satisfaction under the aspect of job support.
（2）Two variables, administrative and job characteristic can be used to noticeably predict job satisfaction under the aspect of extensive courses.
（3）Three variables, workload, stress of child educating and caring, and job characteristic, can be used to noticeably predict job satisfaction under the aspect of feedback.
（4）Four variables, workload, stress of child educating and caring, student’s problems and job characteristic, can be used to noticeably predict job satisfaction under the aspect of development and achievement.
（5）Two variables, administrative communication and job characteristic, can be used to predict job satisfaction under the aspect of peripheral support.
（6）Two variables, administrative communication and job characteristic, can be used to noticeably predict the aspect of overall job satisfaction.
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