| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 98 === This study aimed to not only explore junior high school teachers’ work pressure and their professional needs for inclusive education but analyze the variations and relationship of work pressure and professional needs. A questionnaire survey was administered using the homeroom teachers of inclusive classes as subjects. Data were collected from 681 teachers of Junior high school in Taipei County and were analyzed with the methods of descriptive statistics, percentage, mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and regression analysis.
The main findings of this study were as follows:
1.The work pressure of junior high school teachers for inclusive education was intermediate.
2.There was no significant difference in the work pressure of junior high school teachers for inclusive education by genders, ages, marital status, number of their children, special education background, seniority, and school sizes.
3.The “special education background” of junior high school teachers for inclusive education had an impact on their work pressure.
4.The professional needs of junior high school teachers for inclusive education were at high-intermediate level.
5.The professional needs of junior high school teachers for inclusive education did not vary in their background variables.
6.The work pressure of junior high school teachers for inclusive education was intermediately positive correlated with their professional needs;the power of prediction was considerably significant.
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