A study on Regular Teachers’ Needs and Satisfaction for Resource Class Support Service in primary and middle schools of Hualien County

• Main Authors: Sin-Bin Fang, 方信斌
• Other Authors: WANG, MING-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/zbw8mp

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 100 === The purpose of the study was to explore the regular teachers’ Needs and Satisfaction with resource class support service in primary and middle schools of Hualien county, and discuss the various situation among different background variables. This research was based on questionnaire method used self-designed questionnaire as the research tool. The subject of this research consisted of regular teachers of Hualien county. The author had sent out 222 questionnaires, and 184 valid questionnaires had been returned timely. The valid questionnaires were analyzed by using the statistical approach. The results of this study are elaborated as follow: A. The teachers’ needs of resource class support service were higher than the need level. B. The teachers’ Satisfaction of resource class support service were higher the satisfied. Teachers from various backgrounds maked different need of the resource class support service. a.There was no significant different of needs between various backgrounds of regular teachers by age, the educational background, special educational background, teaching years, the stage of teaching . b.The support service need of female teachers were significant higher than male teachers in total, teaching and course, consultation and interaction dimension. c.The support service need of teachers who teaches in school size between 13-24 were significant higher than those in school size between 25-36 in consultation and interaction dimension. Teachers from various backgrounds maked different satisfaction of the resource class support service. a.There was no significant different of satisfaction between various backgrounds of regular teachers by sex, age, the educational background, special educational background, teaching years. b.Regular class teachers, who teach in elementary school, in all dimensions of satisfaction were significantly higher than junior high school ones. c.Regular class teachers, who teach in school size between 13-24, in administrative support dimension of satisfaction were significantly higher than those who service in school size between 25-36. d.Regular class teachers, who service in school size under 12, 13-24, above37 classes, in identification and arrangements support dimension of satisfaction were significantly higher than those who service in school size between 25-36. e.Regular class teachers, who service in school size between 13-24, above 37 classes, in consultation and interaction support dimension of satisfaction were significantly higher than those who teach in school size between 25-36.