| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 105 === The present study aimsed to explore the factors that lead to elementary school special education teachers’ position switch to regular education. 81 copies of questionnaire were given to the regular education teachers who were special education teachers before and the rate of return is 100%. Among the 81 copies, 80 of them are valid and it yields an excellent response rate of 98.8%.
The background variables of this study include gender, marriage status and level of education on transfer, length of being a special education teacher, types of teaching contents and teaching location prior to one’s position switch and one’s present position. Seven dimensions of the questionnaire, personal planning, role conflict, professional competency, teaching effectiveness, workload, environment support, interpersonal relationship, are designed based on the background variables mentioned before. Five experts examined the content validity of the questionnaire. Purposive sampling was applied to sample 24 people for the pretest of the questionnaire and the value of Cronbach’s α is .897.
Based on the results of analyzed data, some conclusions are listed as follows.
1. The number of female transferred teachers are more than the males. The age on transfer are mainly under 30 years old and the rate of position switch is getting lower with increase of age. Transferred teachers who are single are outnumbered by the married ones. The number of the transferred teachers who had been a special education teacher less than five years are the highest and most of their present positions are in administration.
2. The result shows no significant difference between transferred teachers’ gender, level of education and the reasons for position switch. The number of transferred teachers who are under 30 years old are significantly higher than the ones in their thirties. There are more transferred teachers who had been a special education for less than 5 years than the ones for more than 11 years. When it comes to workload, the number of transferred teachers who had taught for less than 5 years are higher than the ones for 6 to 10 years; the married ones are higher than the single ones. There is a significant difference on workload between transferred teachers who were in the self-contained classes and the ones who were in resource classes.
3. The most crucial factors to the least that influence on the position switch are personal planning, workload, teaching effectiveness, environment support, professional competency, interpersonal relationship and role conflict.
Several suggestions are made for administrative supervisors, teachers of special education and further studies.
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