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臺北市國小特教班教師助理員工作現況及滿意度之調查研究

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表 2-1  臺北市特殊教育助理員工作職責內容  工作項目  工作內容  教師務必在場指導  生  活  自  理  指  導  協助與指導學生保持個人整潔 協助與指導學生穿脫衣物 協助與指導學生如廁或換尿布  協助與指導學生用餐準備、餵食及餐後處理  ○ 協助學生維持正確姿勢或擺位及使用輔具 ○ 協助與指導學生午休 ○  其他  教  學  協  助  協助與指導學生課程參與  ○ 協助分組教學或個別教學 ○ 協助執行治療師建議訓練之活動 ○ 協助老師觀察、記錄學生學習及行為表現 ○ 協助製作教材教具
圖 2-1    Maslow 需求層次理論
圖 2-5    目標設定程序  資料來源:黃賀(2013),組織行為,頁 139。  二、過程理論          過程理論是指探討動機產生行為的激勵過程,以提供管理者激發工作者動機 的方式主要內容包含期望理論、公帄理論、差距理論與增強理論,以下分別尌各 理論進行說明:  (一)  期望理論
表 4-1  臺北市國小特教班教師助理員基本資料  (N=72)  項目  類別  人數  百分比  年齡  30 歲以下  04  05.6 31-40 歲 08 11.1  41-50 歲  24  33.3  51 歲以上  36  50.0  婚姻狀況  已婚有子女  58  80.5 已婚無子女 02 02.8  未婚  12  16.7  教育程度  高中(職)  19  26.4 專科  25  34.7  大學(含)以上  28  38.9  專業背景  非相關科系  55  76.4  相
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