| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 101 === The research aims to investigate the continual teaching willingness of teachers in elementary schools’ inclusive classes in New Taipei City. The questionnaire survey was employed in the research as the survey instrument and stratified sampling method was used for proportion sampling. A total of 550 teachers instructing in 39 elementary schools of New Taipei City were selected to participate in this research for the questionnaire survey. The total numbers of collected valid questionnaires were 471. The result of the research indicated that, in the variable of personality, teachers in elementary schools’ inclusive classes gained the highest score on kindness; in the variable of external support, they gained the highest score on instructional support statistical score; in the variable of working pressure performance, teachers in elementary schools’ inclusive classes gained the highest score on work loading; in the variable of continual teaching Willingness in elementary schools’ Inclusive Classes, teachers gained the medium value with minimal deviation toward positive. The variables among personality, external support, working pressure, and the continual teaching willingness of teachers in elementary schools’ Inclusive Classes existed negative correlations, in which, the correlation between external support and working pressure showed the most significance; when personality and external support turned to be control variables, the working pressure of elementary teachers owned a predictable ability to the continual teaching willingness of teachers in Elementary Schools’ Inclusive Classes. The impact degree of external support surpassed the previous prediction, the finding which may provide reference to education administration authority, elementary schools, and teachers of elementary schools’ inclusive classes and subsequent researchers.
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