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題名:幼兒教師心理彈性、融合教育效能感及態度之路徑模式建構與驗證
作者:趙楠
作者(外文):ZHAO, NAN
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:吳裕益
黃桂君
學位類別:博士
出版日期:2022
主題關鍵詞:幼兒教師心理彈性融合教育效能感融合教育態度preschool teachersresilienceinclusive education efficacyinclusive education attitude
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    本研究旨在探討幼兒教師心理彈性、融合教育效能感及態度之間的關係,建構並驗證三者之間的路徑模式,以了解心理彈性對融合教育效能感和態度的直接影響及間接影響。本研究採用問卷調查法,自編研究工具包含「個人背景資料表」、「心理彈性量表」、「融合教育效能感量表」及「融合教育態度」量表。以大陸東北地區現職幼兒園教師為母群體,先抽取270位幼兒教師為預試樣本,進行量表之信、效度分析,再以立意取樣抽取693位幼兒教師作為研究之正式樣本,分析不同背景幼兒園教師在各研究變項之差異,建構並驗證關聯模式。研究採用項目分析、探索性因素分析、信度分析、驗證性因素分析、單因子多變項變異數分析及結構方程模式等統計方法,分析資料與驗證假設。三個量表的信度分別為.969,.968,.832,且均具有良好的效度。
    本研究結果如下:
    一、幼兒教師的心理彈性、融合教育效能感及融合教育態度的測量模式契合觀察資料。
    二、幼兒教師的心理彈性與其「年齡」、「服務年資」、「教育程度」、「特殊教育培訓經歷」等變項有關聯;幼兒教師的融合教育效能感與其「性別」、「年齡」、「服務年資」等變項有關聯;幼兒教師的融合教育態度與其「身心障礙人士(殘疾人)的接觸經驗」等變項有關聯。
    三、幼兒教師心理彈性透過融合教育效能感對融合教育態度有間接效應。
    四、幼兒教師心理彈性對融合教育效能感有直接效應,並透過融合教育態度對融合教育效能感有間接效應。
    五、幼兒教師融合教育效能感和融合教育態度二者之間具有交互預測效果。
    This study aims to explore the relationship among preschool teachers' resilience, inclusive education efficacy and attitude, construct and verify the path model among the three, and understand the direct and indirect impact of resilience on inclusive education efficacy and attitude. This study adopted questionnaire survey method, and the self-developed research tools included"Personal background Data Sheet", "Resilience Scale", "Inclusive Education Efficacy Scale" and "Inclusive Education Attitude Scale". In this study, 270 preschool teachers from northeast China were selected as preliminary samples to conduct reliability and validity analysis of the scale, and intentional sampling 693 preschool teachers were selected as formal samples to analyze the differences of preschool teachers from different backgrounds in various research variables, and construct and verify the correlation model. Statistical methods such as item analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, one-way MANOVA and structural equation model were used to analyze data and test hypotheses. The reliability of the three scales were.969, .968 and.832 respectively, and all of them had good validity.
    The results of this study are as follows:
    1.The measurement models of preschool teachers' resilience, inclusive education efficacy and inclusive education attitude fit the observation data.
    2.The resilience of preschool teachers is correlated with their "age","length of service", "education level" and "special education training experience". The inclusive education efficacy of preschool teachers is correlated with the variables of "gender","age"and "length of service". Preschool teachers' attitudes to inclusive education were correlated with "experience with persons with disabilities and mental disabilities ".
    3.Preschool teachers' resilience has indirect effect on inclusive education attitude through inclusive education efficacy.
    4.Preschool teachers' resilience has a direct effect on inclusive education efficacy, and an indirect effect on inclusive education efficacy through inclusive education attitude.
    5.There is an interactive prediction effect between preschool teachers' inclusive education efficacy and inclusive education attitude.
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