Teachers' Implementation and Administrative Support Needs of Gender Equality Education

• Main Authors: Su,Fang-Yi, 蘇芳怡
• Other Authors: Tien, Kai-Chien
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/q6vfdz

碩士 === 國立彰化師範大學 === 特殊教育學系 === 106 === The purpose of this study was to explore vocational high school special education teachers' implementation and administrative support needs of gender equality education. A questionnaire was developed to collect data. A total of 234 teachers of special education classes in vocational high school were selected by using stratified and convenient sampling methods. Two hundred and eighteen teachers answered the questionnaire with a replying rate of 93%. The results of the study were as followed： 1. The overall implementation of gender equality education for special education teachers in vocational high school is upper middle. 2. The administrative support needs of gender equality education for special education teachers in vocational high school is upper middle. 3. Special education teachers who attended in-service trainings or workshops implemented gender equality education more than those who did not attend any in-service trainings or workshops 4. Special education teacher from a school size that less than 49 classes needed more administrative support for implementing gender equality education than those from a school size of 50-69 classes. Teachers from a school size of 70 classes or more needed least support. Based on the study findings, the current study provided some suggestions to the education administrative agencies, school, special education teachers, and further studies in the future.