A Study of the Relationship between the Perceptions of the Role as a Teacher and Perceived Teaching Efficiency among Junior High School Teachers Implementing Inclusive Education Program in Taichung City.

• Main Authors: Chu, Chiayi, 朱家誼
• Other Authors: Lu, Wenhui
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/27462040803357806659

碩士 === 靜宜大學 === 教育研究所 === 102 === This study aimed to investigate the role perception and teaching effectiveness of teachers of inclusive education at junior high school level in Taichung City and examine the relation of their role perception to their teaching effectiveness. To achieve these objectives, the author developed a “questionnaire on teachers’ role perception” and a “questionnaire on teachers’ teaching effectiveness” based on previous literature and administered the questionnaires to teachers of inclusive education at junior high schools in Taichung City. A total of 183 responses were obtained. The main findings were as follows: 1.The teachers of inclusive education at junior high schools in Taichung City had an intermediate to high score on all dimensions of role perception, with the highest score on “education professionalism and counseling” and the lowest on “curriculums and teaching”. Their role perception varied by duration of service and professional background. 2.The teachers had an intermediate to high score on all dimension of teaching effectiveness, with the highest score on “class atmosphere” and the lowest on “pluralistic teaching strategies”. Their teaching effectiveness varied by professional background in special education. 3.The teachers' role perception explained 67% variances in their teaching effectiveness. Among the dimensions of role perception, “communication and negotiation” was most effective in explaining the teaching effectiveness of teachers of inclusive education, followed by “curriculums and teaching” and “care and encouragement”. Based on research process, findings, and results, this study provided suggestions to the authority concerned, teacher training institutions, educators, teachers of regular classes in junior high schools, and future researchers.