| Summary: | 碩士 === 中華大學 === 工業管理學系 === 104 === Improving the special education’s quality is a common trend of the modern national education reform, and it is also an important index of the national development progress. In recent years, the government plays an active role on developing special education. The care for the underprivileged and the nurturing talent become primary goals of education to improve national education quality and competitiveness. In such a wave of education, the awareness of rights for parents of special education has been gradually rising. Special education professional teachers are asked to provide professional education service, classroom management, and effective parent and teacher communication. Therefore, special education teachers need to improve more professional capability and teaching effectiveness continuously, in order to archive the goal of effective teaching.
This study developed a set of indicators for evaluating the teaching effectiveness of elementary school special education teachers. Through a literature review and expert interviews, this study identified four aspects of teacher performance (course preparation, teaching strategies, teaching evaluation, and classroom management) and 12 evaluation indicators (ability to design courses, ability to formulate lesson plans, knowledge of specialized area, presentation of teaching materials, effective teaching skills, communication skills, use of multiple assessment methods for students, remedial education, classroom discipline, classroom climate, student counseling, and commination with parents). A fuzzy analytic hierarchy process (FAHP) was employed to analyze questionnaires completed by education specialists in order to calculate the weight value of each aspect and indicator.
The study results showed that “teaching strategies,” one of the four aspects, is the highest weighting (38.04%). Of the 12 evaluation indicators, “effective teaching skills” is the highest percentage (19.13%), followed by “ability to design courses” (13.65%) and “communication skills.” (11.39%)The study results can guide elementary school special education teachers and educational institutions to further improve teacher skills and teaching effectiveness.
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