| Summary: | 碩士 === 中華大學 === 科技管理學系 === 104 === This study was designed to investigate the factors that influence the efficacy of special education teachers’ teaching efficacy. The purpose is to provide special education teachers self-review their teaching efficacy and identify the ways to improve teaching performance.
By gathering and discussion of literature, the efficacy of teaching factors were divided into 4 facets and 23 criteria. And then through the first phase (step/stage) of Fuzzy Delphi Method 10 valid questionnaires, 4 facets and 17 criteria (guidelines) were screened for the second phase of Decision Making and Trial Evaluation Laboratory (DEMATEL) 15 valid questionnaires which were filled in by special education experts, scholars and teachers. Not only to understand the external priorities and causality of special education teachers’ teaching efficacy facets and guidelines, but also further explore the key factors in special education teachers teaching efficacy.
The outcomes of the study demonstrated that 2 facets and 7 guidelines are more important factors of special education teachers’ teaching efficacy. They are:
1.Facet of “professionalism” and its 3 criteria of “knowledge and ability of special education”, “knowledge and ability of counseling students” and “diagnostic assessment of identification ”.
2.Facet of “teaching performance” and its 4 criteria (guidelines) of “teaching attitude”, “personality traits”, “continuing learning and researching” and “communication skills”.
Based on the results, we recommend special education teachers some suggestions to enhance the teaching efficacy:
1.Teachers should keep learning and researching.
2.In cognitive component, teachers can strengthen the knowledge and ability of special education to counsel students.
3.In affection component, teachers can improve the teaching attitude and personality traits of a special education teacher.
4.In skills component, teachers should practice and growth communication skills and ability of diagnostic assessment of identification.
At last, we also recommend education administrator to improve the test of selection of refresher special education teachers, also regularly hold the research and learning meeting which meet the needs to improve teachers’ efficacy and quality of special education.
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