A Study On Relationships Between Special Education Teacher’s Perception Of Hidden Curriculum And Teacher’s Beliefs

• Main Authors: Hsing-Wen Tsai, 蔡幸玟
• Other Authors: Chen-Tang Hou, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/10922461984142584492

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 100 === The purpose of this research is to observe the current status of special educators’ perceptions of hidden curriculum and teacher’s beliefs to better understand whether there exists a correlation between the two, as well as to use background variables to analyze the differences between the perceptual level that special educators have about hidden curriculum and teacher’s beliefs in order to further explore if the two are canonical. This research was conducted using a questionnaire that was administered to 320 special educators from Tai-chung city, Chang-hua county, and Nan-tou county. The number of viable questionnaires was 293. The tools used for research were self-designed hidden curriculum questionnaires and questionnaires on teacher’s beliefs. The data gathered was analyzed through descriptive statistics, independent sample t─tests, One─way ANOVA, Pearsons’ product─moment correlation, and Canonical correlation analysis. The research results are as follows. 1. Overall, special educator’s perceptions of hidden curriculum are positive, and the degree of perception is highest regarding its social aspects. 2. Overall, special educator’s teacher’s beliefs are progressing in every aspect. 3. Special educators from different gender and age groups, educational backgrounds, teaching experience, types of class, and school size, do not show significant disparities in their perception towards hidden curriculum. 4. Regardless of gender, teaching experience, type of class, and size of school, special educators show no significant difference in teacher’s beliefs. 5. Special educators at the age of thirty or under generally performed better in the area of teacher’s beliefs, and also show a different attitude toward the role of the educator, student variance, and teaching content. 6. Special educators with different educational backgrounds exhibit significant differences in the overall teacher’s beliefs. 7. Hidden curriculum for special educators has moderate direct correlation with teacher’s beliefs. 8. Hidden curriculum for special educators and teacher’s beliefs are clearly canonical. Based on the findings, the study could offer the conclusions and suggestions to the school administrations, special education teachers, and future research plans. Key words: Special education teachers, hidden curriculum, teacher’s beliefs