國中特殊教育教師生涯發展與幸福感之研究
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(3) 摘要 本研究旨在探討國中特殊教育教師生涯發展與幸福感之現況，比較 不同背景變項之國中特殊教育教師之生涯發展與幸福感的差異情形，並 分析生涯發展與幸福感之間的關係。 本研究採用問卷調查法，以「教師生涯發展量表」與「幸福感量表」 為研究工具，抽取臺北市、新北市、桃園市 137 位國中特殊教育教師進 行調查，回收有效問卷 131 份，採用描述性統計、獨立樣本 t 檢定、單因 子變異數分析、皮爾森積差相關進行分析。研究結果顯示： 一、國中特殊教育教師在生涯發展上「生涯學習」、 「生涯投入」最 多，次為「生涯轉移」 、「生涯挫折」，以「生涯遲滯」最少。 二、不同婚姻狀況之國中特殊教育教師在生涯挫折向度有顯著差 異；不同學校規模之北部地區國中特殊教育教師在生涯遲滯向 度有顯著差異。 三、國中特殊教育教師之幸福感現況，為中等以上程度之感受。 四、不同學歷、服務年資之國中特殊教育教師在幸福感有顯著差 異。 五、國中特殊教育教師之生涯投入與幸福感呈現低度正相關；生涯 挫折與幸福感呈現低度負相關；生涯遲滯與幸福感呈現低度負 相關。. 根據上述研究結果，研究者提出對教育行政機關、特殊教育教師及 未來研究的建議。. 關鍵詞：生涯發展、幸福感、國中特殊教育教師. I.
(4) Abstract The purpose of the study was to investigate career development and wellbeing of special education teachers in junior high schools, to compare the differences in career development and well-being of special education teachers with different backgrounds, and to analyze the relationship between career development and well-being. Questionnaire was the main instrument in this study. “Career Development of School Teachers’ Scale” and “ Chinese People Happiness Scale” were utilized. The participants were sampled from the special education teachers in Taipei city, New Taipei city ,and Taoyuan city. Totally 137 questionnaires were distributed and 131 valid questionnaires were collected. The data was analyzed by using descriptive statistics, t-test, one way ANOVA, and Pearson’s product-moment correlation. The findings were elaborated as follows: 1. The situation of the career development of special education teachers had the highest score on “career learning” and “career enthusiasm” dimension. The following dimension was “career shift” and “career frustration”. The lowest score on the scale was the “career stagnancy” dimension. 2. Different marital status of special education teachers showed a significant difference in the “career frustration” dimension, and special education teachers who worked in different school size showed a significant difference in the “career stagnancy” dimension. 3. The feeling of well-being of special education teachers was over moderate degree. 4. Different educational background and seniority of special education teachers showed a significant difference in well-being. II.
(5) 5. There is a low positive correlation between the dimension of “career enthusiasm” of special education teachers and well-being; there is a low negative correlation between “career frustration” and well-being; there is a low negative correlation between “career stagnancy” and well-being. Finally, based on the results of the study, the researcher provided suggestions to education administrations, special education teachers ,and future research. keywords: career development, special education teachers in junior high school, well-being. III.
(6) 目錄 第一章 緒論.............................................1 第一節 研究背景與動機.................................1 第二節 研究目的.......................................4 第三節 研究問題.......................................4 第四節 名詞解釋.......................................4 第五節 研究範圍與限制.................................6. 第二章 文獻探討.........................................7 第一節 教師生涯發展理論...............................7 第二節 幸福感理論....................................18 第三節 特殊教育教師生涯發展與幸福感之相關研究........33. 第三章 研究方法........................................45 第一節 研究架構......................................45 第二節 研究對象......................................46 第三節 研究工具......................................53 第四節 研究程序......................................56 第五節 資料處理與分析................................58. 第四章 結果與討論......................................59 第一節 國中特殊教育教師生涯發展與幸福感之現況分析....59 IV.
(7) 第二節 不同背景變項之國中特殊教育教師生涯發展差異情形 62 第三節 不同背景變項之國中特殊教育教師幸福感差異情形..72 第四節 國中特殊教育教師生涯發展與幸福感之相關分析....79. 第五章 結論與建議......................................81 第一節 結論..........................................81 第二節 建議..........................................83. 參考文獻................................................85 中文部分.............................................85 英文部分.............................................92. 附錄.....................................................95 附錄一 正式問卷......................................95 附錄二 教師生涯發展量表使用同意書...................100 附錄三 中國人幸福感量表使用同意書...................101. V.
(8) 表目錄 表 2-1 教師生涯發展理論觀點摘要表............................14 表 2-2 影響特殊教育教師生涯發展因素表........................16 表 2-3 儒家、道家、佛家幸福感來源比較表......................19 表 2-4 蘇格拉底、柏拉圖、亞里斯多德幸福感來源比較表..........21 表 2-5 東西方幸福感來源比較表................................21 表 2-6 幸福感相關名詞及定義比較表............................22 表 2-7 幸福感著重層面比較表..................................24 表 2-8 國內外學者對於幸福感的定義............................24 表 2-9 幸福感理論比較表......................................31 表 2-10 特殊教育教師生涯發展相關研究.........................33 表 2-11 特殊教育教師幸福感相關研究...........................39 表 3-1106 學年度臺北市、新北市、桃園市國中特殊教育教師人數...46 表 3-2 預試問卷發放表........................................47 表 3-3 臺北市、新北市、桃園市特殊教育教師抽樣人數............47 表 3-4106 學年度臺北市國中特殊教育教師人數比例表.............48 表 3-5106 學年度新北市國中特殊教育教師人數比例表.............49 表 3-6106 學年度桃園市國中特殊教育教師人數比例表.............50 表 3-7 正式問卷背景變項分析表................................51 VI.
(9) 表 3-8 教師生涯發展量表向度分類表............................54 表 3-9 教師生涯發展量表題目向度分配表........................54 表 3-10 預試問卷信度分析摘要表...............................55 表 3-11 研究問題與統計考驗歸納表.............................58 表 4-1 國中特殊教育教師生涯發展量表各向度得分情形............59 表 4-2 國中特殊教育教師幸福感分析表..........................60 表 4-3 不同性別國中特殊教育教師生涯發展差異分析摘要表........62 表 4-4 不同年齡國中特殊教育教師生涯發展差異分析摘要表........63 表 4-5 不同婚姻狀況國中特殊教育教師生涯發展差異分析摘要表....64 表 4-6 不同學歷國中特殊教育教師生涯發展差異分析摘要表........65 表 4-7 不同服務年資國中特殊教育教師生涯發展差異分析摘要表....66 表 4-8 不同學校所在縣市國中特殊教育教師生涯發展差異分析摘要表67 表 4-9 不同學校規模國中特殊教育教師生涯發展差異分析摘要表....68 表 4-10 不同性別國中特殊教育教師幸福感差異分析摘要表.........72 表 4-11 不同年齡國中特殊教育教師幸福感差異分析摘要表.........72 表 4-12 不同婚姻狀況國中特殊教育教師幸福感差異分析摘要表.....73 表 4-13 不同學歷國中特殊教育教師幸福感差異分析摘要表.........73 表 4-14 不同服務年資國中特殊教育教師幸福感差異分析摘要表.....74 表 4-15 不同學校所在縣市國中特殊教育教師幸福感差異分析摘要表.74 VII.
(10) 表 4-16 不同學校規模國中特殊教育教師幸福感差異分析摘要表.....75 表 4-17 國中特殊教育教師生涯發展與幸福感相關分析摘要表.......79. VIII.
(11) 圖目錄 圖 3-1 研究架構圖............................................45 圖 3-2 研究流程圖............................................56. IX.
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(66) 1997. .87. 2008 0. 1. 2. 3. Cronbach α α. .65 α. DeVellis 1991. .70 .80. α .90. 2010. 】. Cronbach α Cronbach α. .70. .753. .916 3-10. 3-10 Cronbach α .753 .916. 55. .80.
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(75) t t .05. 4-5. 4-5 t 64. 44.9375. 7.88785. 67. 45.1493. 5.93973. 64. 24.4844. 6.11268. 67. 22.4776. 5.10008. 64. 16.4688. 4.83036. 67. 16.5821. 4.32802. 64. 18.8906. 3.33389. 67. 17.9851. 2.08525. 64. 11.9063. 2.72390. 67. 11.6716. 2.02550. -.174. 2.044*. -.142. 1.873. .561. *p<.05. t t t. .05. 4-6. 64.
(76) 4-6 t 68. 44.1029. 7.35890. 63. 46.0635. 6.34460. 131. 45.0458. 6.93360. 68. 23.9706. 5.72757. 63. 22.9048. 5.63318. 131. 23.4580. 5.68569. 68. 16.6324. 4.59690. 63. 16.4127. 4.56012. 131. 16.5267. 4.56294. 68. 18.5735. 3.19195. 63. 18.2698. 2.30152. 131. 18.4275. 2.79293. 68. 11.5147. 2.42802. 63. 12.0794. 2.32311. 131. 11.7863. 2.38588. .05. 4-7. 65. -1.627. 1.073. .274. .620. -1.358.
(77) 4-7 F. 5. 40. 44.7500. 8.65803. 6-10. 33. 44.8788. 6.09179. 11-20. 49. 45.5510. 5.75927. 21. 9. 44.2222. 8.08977. 5. 40. 23.8500. 6.41932. 6-10. 33. 24.2121. 5.31365. 11-20. 49. 22.6939. 5.31979. 21. 9. 23.1111. 5.90433. 5. 40. 16.4750. 5.40649. 6-10. 33. 16.2727. 4.29588. 11-20. 49. 16.7347. 4.15720. 21. 9. 16.5556. 4.21637. 5. 40. 18.9750. 3.89929. 6-10. 33. 18.7273. 2.28135. 11-20. 49. 18.0000. 2.02073. 21. 9. 17.2222. 1.64148. 5. 40. 12.0500. 3.01237. 6-10. 33. 11.5152. 2.09346. 11-20. 49. 11.8367. 2.06506. 21. 9. 11.3333. 2.06155. 66. 23.032. 3. 7.677. 6226.693. 127. 49.029. 6249.725. 130. 54.607. 3. 18.202. 4147.912. 127. 32.661. 4202.519. 130. 4.363. 3. 1.454. 2702.294. 127. 21.278. 2706.656. 130. 36.985. 3. 12.328. 977.076. 127. 7.694. 1014.061. 130. 7.179. 3. 2.393. 732.836. 127. 5.770. 740.015. 130. .157. .557. .068. 1.602. .415.
(78) .05. 4-8. 4-8 F. 45. 45.1556. 5.96564. 10.818. 2. 5.409. 48. 45.2917. 8.59232. 6238.907. 128. 48.741. 38. 44.6053. 5.70225. 6249.725. 130. 45. 23.6889. 5.72801. 38.501. 2. 19.250. 48. 22.7708. 5.96172. 4164.018. 128. 32.531. 38. 24.0526. 5.32687. 4202.519. 130. 45. 17.0444. 4.81926. 70.591. 2. 35.295. 48. 15.5625. 4.58910. 2636.066. 128. 20.594. 38. 17.1316. 4.10781. 2706.656. 130. 45. 18.0889. 2.39148. 9.026. 2. 4.513. 48. 18.7083. 3.47611. 1005.035. 128. 7.852. 38. 18.4737. 2.23893. 1014.061. 130. 45. 11.9556. 2.08845. 2.538. 2. 1.269. 48. 11.6250. 2.91456. 737.477. 128. 5.762. 38. 11.7895. 1.98859. 740.015. 130. 67. .111. .592. 1.714. .575. .220.
(79) 13-48 .05. 12. 4-9. 4-9 F. 12. 9. 42.1111. 16.67666. 84.859. 2. 13-48. 77. 45.3506. 5.92445. 6164.866. 128. 42.430 .881 48.163 49. 45. 45.1111. 5.37766. 6249.725. 130. 12. 9. 19.5556. 8.90381. 147.866. 2. 13-48. 77. 23.6883. 5.60136. 4054.653. 128. 73.933 2.334 31.677 49. 45. 23.8444. 4.85216. 4202.519. 130. 12. 9. 13.3333. 6.76387. 152.939. 2. 13-48. 77. 17.2727. 4.47695. 2553.717. 128. 76.470 3.833* 19.951 49. 45. 15.8889. 3.88600. 2706.656. 130. 12. 9. 18.1111. 7.18409. 13.297. 2 6.648. 13-48. 77. 18.2078. 2.17847. 1000.764. 128. .850 7.818. 49. 45. 18.8667. 2.27236. 1014.061. 130. 12. 9. 10.3333. 4.38748. 20.514. 2. 13-48. 77. 11.8701. 2.27891. 719.501. 128. 49. 45. 11.9333. 1.97023. 740.015. 130. 10.257 1.825 5.621. *p<.05 68. (2)>(1).
(80) 2003. 2004. 2007. 2003 2004. 2007. 2003. 69. 2004. 2007.
(81) 2003. 2004. 2007. 2003 2004 2007. 2003 2004. 2003 2007. 2007. 2004 2003. 5. 2004 2004. 2007. 6-10 2004. 2007. 16. 70.
(82) 2007. 13-48. 12. 49. 2007 25-48. 13-48. 12. 》 》. 71.
(83) t t. t. .05. 4-10. 4-10 t 19. 17.8421. 3.89106. 112. 16.0893. 4.99649. .148. .05. 4-11. 4-11 F. 29. (. ). 30~39 40~49. 41. 16.7805. 4.59082. 55. 15.9636. 5.55432. 31. 16.1935. 31.002. 3. 3062.540. 127. 10.334. 4.03666 3093.542. 50. (. ). 4. 18.2500. 4.64579. 72. .429 24.114. 130.
(84) t t t. .05. 4-12. 4-12 t 64. 16.1250. 5.13160. 67. 16.5522. 4.65241. 1.454. t t 4-13 4-13 t 68. 14.9706. 4.36393. 63. 17.8254. 5.00174. -.500*. *p<.05. 73.
(85) .05. 4-14. 4-14 F. 5. 40. 16.8500. 4.50953. 6-10. 33. 15.5152. 5.19688. 11-20. 49. 16.5510. 5.29961. 21. 9. 16.0000. 2.54951. 36.077. 12.026 3057.465. 127. .500 24.075. 3093.542. .05. 3. 130. 4-15. 4-15 F. 45. 15.7778. 5.46430. 22.811. 2. 48. 16.7292. 4.74785. 3070.731. 128. 11.406 .475 23.990 38. 16.5263. 4.34173. 74. 3093.542. 130.
(86) .05. 49. 13-48. 4-16 4-16 F. 12. 9. 18.7778. 5.30984. 365.883. 2. 13-48. 77. 14.9481. 4.74590. 2727.659. 128. 182.942 8.585*** 21.310 49. 45. 18.2444. 4.23811. 3093.542. ***p<.001. 75. 130. (3)>(2).
(87) 2012 2015. 2016. 2013. 2015. 2017. 2017. 2013. 2015. 2015. 2017. 2012 30-40. 2013 2013. 40-49. 2016 30 56. 50. 30. 30 2013. 76. 2013.
(88) 2013 2016. 2015. 2015. 2017. 2013. 2013 2015 2015 40. 2016. 2017. 2017. 2013 2015. 2016. 2015 2017. 77. 2017.
(89) 2012 11-15. 5. 2013. 25 5. 11-20. 2016. 49 2015. 13-48 2016. 78.
(90) .1. .39. .4. .69. .7. .99. 2006 r=.251** p<.01. r=-.384** p<.01. r=-.345** p<.01. r=.89 r=-.126. 4-17 4-17. .251** -.384** -.345** .089 -.126 **p<.01. 79.
(91) 2011 2010. 2011 2010. 2011. 2010. 2011 2010. 2011. 2010. 80.
(92) 1.63. 13-48. 48. 81.
(93) 48. 13-48. 82.
(94) 》. 83.
(95) 84.
(96) 2017 2014 2010 36(3) 124-128 2007 2015 2006 2013 2017. 2016 2004. 》. 2011 35. 23-48. 2016. 85.
(97) 1999. 1989 158-169 2011. -http://www.cedu.nptu.edu.tw/ezfiles/2/1002/img/392/lecture. 2011_1205_text.pdf 2010. SPSS. 2000 2012. 220. 15 2006 2003 4(22) 137-141 2006 2015. 1998 1993 3 153-178 2017. --. 86. 5-.
(98) 2007 2012. 64.2. 310. 195-200. 2016 40. 372. 33-. 60 1992 2008 30. 2. 83-106. 2010 2011 1995 2015. 2010 2. 99-132. 2017 2013. 12(5) 50-. 55 2012. Martin E.P. Seligman 2011. 1997. 87. Flourish.
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(106) 》. 29 40. 30 39 49. 50. 5 6. 10. 11 20 21. 12 13. 48. 49 95.
(107) 1. 】. 2. 3. 4. 】. 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.. 》. 18. 96. 】. 】. 2. 3. 4.
(108) 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.. 97.
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(110) 7.. 0 1 2. 】. 3 8.. 0 1 2 3. 9.. 0 1 2 3. 10.. 0 1 2 3. 】. 99.
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