Factors Affecting Elementary School Teachers’ Professional Knowledge and Job Competence toward Students with Disabilities in Regular Classes: An Analysis of Special Needs Education Longitudinal Study (SNELS)

• Main Authors: LIU,LAN-YING, 劉蘭瑛
• Other Authors: KUNG,SHU-HSUAN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/7a4zk3

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 102 === The purposes of this study were to understand current status of elementary school regular teachers’ professional knowledge and competence toward the teaching of students with disabilities, and also the influential factors upon the implementation of inclusive education. The data was drawn from the Regular Teachers Survey of the “Special Needs Education Longitudinal Study” in 2010 school year. The survey questionnaires were answered by 2,059 elementary school teachers who were teaching students with disabilities in regular classes. The statistical methods included descriptive statistics, independent samples t test, one way ANOVA, Pearson’s product moment coefficient, and path analysis. The study results showed that among various aspects, abilities in “professional knowledge toward the teaching of students with disabilities”, “communication and cooperation between teachers and students”, “classroom management” and “cooperation with other professionals” demonstrated more competence, while the ability to “design curriculums based on the needs of students with disabilities” was less capable. As for the competence in teaching students with disabilities, about 82% of teachers indicated they were competence in the teaching of students with disabilities. However, there were still nearly 20% of teachers expressed less competent. Further analysis results showed that “seniority in special education”, ”professional trainings in special education”, and “student’s disability type” were the factors that would affect regular teacher’s professional knowledge and competence toward the teaching of students with disabilities. Besides, “special education supports” could also affect the performance of teacher’s professional knowledge. When professional knowledge was considered as an intervening variable, “seniority in special education”, “professional training in special education” and “student’s disability type” became the important factors that affected teachers’ competence. Lastly, reviews and suggestions in the light of the development of elementary school regular grade teacher’s professional knowledge and the improvement of their competence were also provided based on the research results.