融合教育下學前教師壓力之調查研究

Survey of stress of teachers teaching preschool inclusion education

本研究主要探討學前教師在教導特殊幼兒時，所承受的壓力來源及不同背景變項與壓力之關係。以自編的「學前教師教導特殊幼兒的壓力」問卷，用隨機抽樣的方法來進行問卷調查，以高雄縣、市學前教育機構共計175位學前教師為對象。本研究將壓力來源分五大類來探討，根據研究所得的資料發現，以圍所人力不足及缺乏教導特殊幼兒的教學方法為最高；而不同背景變項與壓力關係中，以「特殊學生家長對于女學習成效要求高」、「缺乏教導特殊幼兒的教學方法與教材」、「缺乏諮詢的對象」、「園所人力不足」、「特殊學生與一般學生間差異太大」等達到顯著差異。

The purpose of this study was to investigate the stress of preschool teachers teaching children receiving inclusion education in Kaohsiung. One hundred and seventy-five preschool teachers participated of the study. The investigators developed the stress for teaching children with special needs questionnaire to assess the preschool teachers' stress. Results of the study indicated that the two frequent stressors experienced by preschool teachers were the deficiency of teaching methods for special need children and lacking of manpower. Findings of the study were provide the preliminary information for designing the effective teaching methods of teachers working with children receiving inclusion education.