| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 106 === The purpose of this study was to explore the work-related distress and solutions for psychological assessment teachers of special education at elementary and junior high schools in Taoyuan City. The researcher developed a self-report inventory for investigating work-related distress and solutions. A total of one hundred participants completed the inventory. The quantitative data was analyzed through descriptive statistics, independent-samples t-test and one-way ANOVA. Also, the open ended questions designed in the inventory were used to collect qualitative data. The results of this study were as follows:
1.The study revealed high levels of work-related distress for psychological assessment teachers of special education in the areas of the work overload, the administrative operations and resource allocation, and the welfare. However, it showed medium levels of work-related distress in the areas of the expert knowledge, the communication and coordination, and the psychological assessment system.
2.The psychological assessment teachers of special education strongly agreed with the solutions in the areas of the welfare, the work overload, the expert knowledge and the administrative operations and resource allocation. Also, the study showed high levels of agreement in the areas of the psychological assessment system and the communication and coordination.
3.For the comparative analyses of work-related distress, the significant differences were found for sex, years and the level of being psychological assessment teachers of special education, position and educational stages. However, the other variables, such as educational level, years of teaching, school locations, the number of cases and the number of special educational classes did not attain statistically significant.
4.For the comparative analyses of solutions, the significant differences were found for educational level, years and the level of being psychological assessment teachers of special education and educational stages; whereas, the other variables, such as sex, years of teaching, position, school locations, the number of cases and the number of special educational classes did not attain statistically significant.
Finally, the findings have important implications for policy and practice for the local education authority, and the psychological assessment teachers of special education as well for future research.
|
|---|
