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題名：啟智學校教師參與專業團隊合作之基本能力的研究
作者：劉斐文
作者(外文)：Pei-Wen Liu
校院名稱：彰化師範大學
系所名稱：特殊教育研究所
指導教授：許天威
蕭金土
學位類別：博士
出版日期：2003
主題關鍵詞：啟智學校教師；專業人員；專業團隊合作；基本能力；teacher in the mental retarded school；therapist；team collaboration；competencies
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本研究旨在瞭解現階段啟智學校教師參與專業團隊合作之重要能力及其具備程度，並探討有待充實之能力。以全國九所啟智學校為對象，問卷抽樣調查180位教師，以及半結構性訪談八位專業人員。問卷資料以描述統計、單因子變異數分析、單因子多變項變異數分析、多元逐步迴歸分析、t檢定等方法進行統計分析，訪談資料則經由錄音紀錄和逐字騰稿之後，加以分析和闡述。綜合問卷調查和訪談的結果與討論，主要發現如下：
一、教師將本研究界定的專業團隊合作能力評為高重要程度，而最重要
的能力向度為「個人特性」和「服務協調」。
二、不同背景變項的教師對專業團隊合作能力之重要程度評分皆未達統
計顯著差異。
三、啟智學校服務年資、專業團隊合作參與時間對專業團隊合作能力之
重要程度評分具有預測力。
四、教師自評專業團隊合作能力為中等具備程度，而最具備的能力向度
為個人特性，最不具備的為合作成效評估。
五、不同專業團隊合作參與時間、專業團隊合作訓練的教師對專業團隊
合作能力之具備程度評分達統計顯著差異。
六、專業團隊合作訓練、專業團隊合作參與時間對專業團隊合作能力之
具備程度評分具有預測力。
七、教師將30項能力皆評為需要加以充實，而最優先需要充實的能力向
度為「合作成效評估」。
八、專業人員認為本研究列舉的能力向度皆為教師參與專業團隊合作之
重要能力，且普遍肯定教師的合作能力。而最重要和最優先需要充
實的能力向度皆為「專業團隊合作理論」。
依據研究結果，提出啟智學校教師培訓以及後續研究之建議。
The purpose of this study was to investigate the team collaboration competencies of the teachers in the mental retarded school, and also to identify which competencies need to be improved. The research participants included 180 teachers from the mental retarded schools in Taiwan. The questionnaire survey was conducted. The researcher also interviewed 8 therapists in the mental retarded schools. The questionnaire data were analyzed by descriptive statistics, One-Way ANOVA, One-Way MANOVA, multiple stepwise regression and t-test. The interview data was taped and transcribed verbatim for data analysis. The major findings were as follows:
1.The teachers rated the importance of the team collaboration
competencies as High. And the most important dimensions were
Personal Characteristics and Service Coordination.
2.There was no significant difference in teachers’ ratings on
the importance of the team collaboration competencies among
different background.
3.The years of service and the time to join the team
collaboration showed predictability for the importance of
the team collaboration competencies.
4.The teachers rated their own team collaboration competence
as middle level. The highest score of all dimensions was
“Personal Characteristics”; the lowest was “Evaluation of
the Collaboration Effectiveness”.
5.The time to join the team collaboration and the training of
the team collaboration had significant differences on the
teachers’ self-rated team collaboration competencies.
6.The training of the team collaboration and the time to join
the team collaboration showed predictability for the
teachers’ self-rated team collaboration competencies.
7.The teachers rated all the 30 competencies as necessary to
be improved, especially the dimension of “Evaluation of the
Collaboration Effectiveness”.
8.The therapists in the mental retarded school regarded all
the competencies defined in the study about the team
collaboration are important for teachers. They thought most
teachers had good team collaboration competence. Moreover,
the dimension of “Team Collaboration Theory” was the most
important and was also needed to be improved firstly.
According to the findings, the implications and suggestions for the teacher training and the further research were also presented.
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