The Study of Elementary and Junior High School Special Education Teachers’ Practice and Supporting Needs of Gender Equity Education in Pingtung County

• Main Authors: Chang, Ya-Ting, 張雅婷
• Other Authors: Wang Ming-Chuan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/19477017738416068207

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The purpose of this study is to explore the practice and supporting needs of gender equity education of elementary and junior high school special education teachers in Pingtung County. This study is also to analyze the differences between different backgrounds of special education teachers’ the practice and supporting needs in three factors including “curriculum and instruction”, “teaching media”, and “administrative support and use of resources”. The overall condition of gender equity education and the differences between the current situation and the demand are also discussed. Questionnaires are distributed to 232 samples, and 200 are valid, which effective rate is 86.21%. Descriptive statistics, independent sample t-test, one-way ANOVA, repeated measures ANOVA, and correlated samples t-test are used to analysis data. The findings are as follows: 1.The current situation of gender equity education in elementary and junior high school is fine. The “teaching media” is the best, “curriculum and instruction” and the “administrative support and use of resources” are the next. 2.The supporting needs of gender equity education for special education teachers are high. The “administrative support and use of resources” is the highest, and the “curriculum and instruction” and the “teaching media” followed. 3.No significant difference is found on the current situation in terms of “gender”, “class category”, “seniority of special education teaching”, “professional background of special education”, “marital status”, and “whether they have children”. However, significant difference is found in terms of “teaching session”, “refresher hours”, “school scale”, and “the implementing modes of gender equity education”. 4. No significant difference is found on the supporting needs in terms of “gender”, “class category”, “seniority of special education teaching”, “professional background of special education”, “school scale”, “marital status”, and “whether they have children”. However, significant difference is found in terms of “teaching session”, “refresher hours”, and “the implementing modes of gender equity education”. 5.There are significant differences between the practice and supporting needs in terms of “curriculum and instruction”, “administrative support and use of resources” and the overall condition of gender equity education. And the supporting needs are higher than the practice. The great gap between the practice and supporting needs is “administrative support and use of resources”, which is followed by the “curriculum and instruction” and the “teaching media”. Each factor and the overall condition of gender equity education between the practice and supporting needs have a partial and positive correlation.