特教教師在線上學習社群之社會支持 交換與參加目的及專業承諾之關聯性

Special Education Teachers9 Social Support Exchange on Online Learning Communities: Relations to Participation Purposes and Professional Commitment

本研究旨在探討特教教師線上學習社群社會支持與專業承諾之關聯性。研究對象為 實際加入特教線上社群之178位國中小特教教師，研究資料以問卷調查方式蒐集，主要有 四個發現：一、超過五成以上的教師參加的線上學習社群為：批踢踢「sp-teacher板」、 全國特殊教育資訊網、有愛無礙、縣市特殊教育網站以及阿寶的天空。二、教師在線上 學習社群之社會支持交換會因社群屬性而有差異，但專業承諾則否。三、參加線上社群 之目的是基於專業發展者，其在線上社群提供與接受的社會支持相對較多，專業承諾也 相對較高。四、就專業承諾之預測而言，教學年資與線上社群參加目的合計解釋14°%之 變異量，接受社會支持與提供社會支持可再增加14°%之解釋變異量，且接受社會支持為 顯著預測變項。研究結果之討論聚焦於線上學習社群對特教教師之助益與研究限制及後 續方向。

The current study investigated special education (SpEd) teachers’ social support exchange on online learning communities and its relations to participation purposes and professional commitment. Participants were 178 SpEd teachers in Taiwan who completed either a paper-pencil or online questionnaire， which covered demographic information， online exchange of social support， and professional commitment. Major findings are: (1) Four major online learning communities were most frequently visited by SpEd teachers. (2) SpEd teachers， providing and receiving online support， but not professional commitment， varied depending on whether or not the online communities were owned/sponsored by educational governments. (3) SpEd teachers who identified professional development as the major purpose of joining online learning communities provided and received relatively more support. (4) Providing and receiving online support was able to explain additional 14% of variance of professional commitment， above and beyond the contribution of teaching experience and participation purposes which together accounted for 14% of the variance. Comparatively， receiving support was more important than providing support. The findings are discussed in terms of the benefits of online learning communities for SpEd teachers as well as research limitations and future directions.