特殊教育服務群教師實施課程調整與專業課程認同度、行政支持對就業轉銜因應措施之影響

Special Education Service Cluster Teacher’s Implementation of Curriculum Adjustment, Professional Curriculum Recognition, and Administrative Support on Response Measures for Employment Transition

The purpose of this study is to understand the correlation and implementation status of service cluster teachers' implementation of curriculum adjustments and professional curriculum recognition, administrative support, and response measures to employment transition based on the“Twelve-Year National Basic Education Special Education Curriculum Implementation Standards”. The content of the testing tool was collected, developed and compiled through a questionnaire survey, by collecting relevant theories from past researches. The content of the questionnaire was then reviewed by education experts, with a total of 36 questions in four aspects. The Likert 5-point scale was used as the evaluation scale standard, and structural equation model was used to process confirmatory factor analysis to construct the model and conduct reliability, validity and empirical analysis. 5 hypothetical approaches were proposed to explore. There were 409 questionnaires in total, of which 392 valid samples accounted for 95.8% of the total number of returned samples. The research results showed that curriculum adjustment had a positive and significant impact on the three aspects of professional curriculum recognition (β=0.904; t=14.045), R2=81.6%, administrative support (β=0.577; t=9.222), R2=33.3%, and employment transition response measures (β=0.912; t=9.438), R2=87.5%. Professional curriculum recognition and administrative support had a positive and significant impact on curriculum adjustment and employment transition. There was a mediating effect and a positive moderating effect between coping measures. In summary, based on service cluster teachers’curriculum adjustments and professional curriculum recognition, and administrative support to improve employment transfer response measures, there were three specific suggestions: (1) Integrate resources for cross-professional cooperation, and specifically assess student needs and advantageous abilities; (2) Actively develop teachers’professional communities and strengthen teachers’recognition and enthusiasm for professional courses; (3) Cooperate with county and municipal governments to develop job markets or small businesses to expand employment opportunities.