國中巡迴輔導教師人格特質與生涯自我效能之相關研究

A Study on Personality Traits and Career Self-efficacy of Itinerant Teacher and Special Education in Junior High School

根據各縣市教育局訂定相關實施工作計畫，巡迴輔導教師的工作可以分成直接服務，（對特教學生進行教學與輔導）、間接服務（提供普通班教師、家長特教諮詢、親職教育、特教宣導）、個案管理（擬訂個別化教育計畫、轉銜與追蹤），及協助其他相關特殊教育推動事宜。雖然巡迴輔導教師的工作內容與在校內的特教教師差異不大然而現實的種種因素下巡迴輔導教師在教學、交通往返及身心狀態往往較一般的特教教師有更大的負擔及壓力也因此如何調整自身狀態十分重要。身為學生生活中接觸最久的對象教師擁有良好的人格特質才能培養出健全的學生此外良好的自我效能也能對教師的教學行為有正向效果進而維持教師終身的專業發展。
目前針對人格特質與生涯自我效能的研究多以學前及國小階段特教教師為主以國中巡迴輔導教師為對象者較少然而進入青春期的國中生較學前、國小的孩童又有更大的差異性因此本研究使用問卷調查法以Costa與McCrae（1985）提出的五大人格特質、Betz與Hackett（1981）所提出的生涯自我效能理論作為研究工具探討不同變項之國中階段巡迴輔導教師與非巡迴輔導之特教教師五大人格特質與生涯自我效能現況及差異並提出建議。
本研究結果發現：國中巡迴輔導教師與非巡迴輔導特教教師人格特質與生涯自我效能現況皆達到「中上」程度。國中巡迴輔導教師的人格特質會因「性別」、「服務地區」有顯著差異；國中非巡迴輔導教師人格特質會因「性別」有顯著差異。而根據本研究結果提出以下建議：1.教師提升正向的人格特質、加強專業知能、向外拓展興趣技能有助於提升及維持正向的生涯自我效能及教學成效。2.學校及主管機關提升對教師專業發展的支持及給予情感方面的同理能有助於維持教師工作信心及教學成效。

According to the relevant implementation work plans formulated by the education bureaus of each county and city, the work of itinerant teacher can be divided into direct services (teaching and tutoring special education students), indirect services (providing teachers, parent special education consultation, parent education , special education promotion), case management (preparation of individualized education plans, transfer and tracking) and assistance with other related special education promotion matters. Although the work content of itinerant teacher is not much different from that of special education teachers in schools, due to various realistic factors, itinerant teachers often have greater burdens and pressures than ordinary special education teachers in terms of teaching, transportation, and physical and mental state, therefore, how to adjust their own state is very important.
Teachers spend the most of time with students in their daily lives. Only by having good personality traits can we cultivate sound students. Teachers with good self-efficacy can also have a positive effect on teaching behavior, thereby maintaining teachers' lifelong professional development.
Currently, research on personality traits and career self-efficacy mainly focuses on preschool and elementary school special education teachers, with fewer studies targeting itinerant teachers at the junior high school level. However, junior high school students entering adolescence have greater diversity compared to preschool and elementary school children. Therefore, this study uses questionnaire surveys, employing the Big Five personality traits proposed by Costa and McCrae (1985) and the career self-efficacy theory proposed by Betz and Hackett (1981) as research tools to explore the current situation and differences in the Big Five personality traits and career self-efficacy of itinerant teachers and non-itinerant special education teachers at the junior high school stage, and provides recommendations.
The results of this study found that the personality traits and career self-efficacy of junior high school itinerant teachers and non-itinerant special education teachers both reached a ''medium to high'' level. The personality traits of junior high school itinerant teachers vary significantly by ''gender'' and ''service area'', while the personality traits of junior high school non-itinerant special education teachers vary significantly by ''gender''. Based on the results of this study, the following recommendations are proposed: 1. Teachers should enhance positive personality traits, strengthen professional competence, and expand interests and skills, which can help improve and maintain positive career self-efficacy and teaching effectiveness. 2. Schools and supervisory authorities should enhance support for teachers' professional development and provide emotional empathy, which can help maintain teachers' confidence and teaching effectiveness.