國小階段身心障礙資源班教師多元文化教育素養及其相關因素之研究

A Study on Multicultural Education Literacy and Its Related Factors for Elementary Resource Room Teachers

本研究旨在探討國小階段身心障礙資源班教師多元文化教育素養現況及其相關因素。以問卷調查的方式進行，自編「國小身心障礙類資源班教師多元文化教育素養調查問卷」作為資料蒐集的工具。研究對象依臺灣地區各縣市國小資源班班級數比例，抽取612位資源班教師進行問卷調查，共回收530份，有效樣本514份，問卷回收率為86.60％。問卷資料以描述性統計、t考驗、單因子變異數分析等統計方法分別進行分析與討論。本研究發現國小教師多元文化教育素養經因素分析所得之六個向度（知識建構、文化覺察、課程準備與執行、評量實施、班級經營、校務推展），比較六個向度的總平均數，以「班級經營」為最高，「文化覺察」其次，其中「校務推展」標準差及變異係數相較於其他五個向度稍大。本研究發現不同教育資格之國小資源班教師在「知識建構」向度上達顯著差異。不同性別之國小資源班教師在「評量實施」向度上達顯著差異。不同族群之國小資源班教師在「校務推展」向度上達顯著差異。不同任教年資之國小資源班教師在「文化覺察」、「課程準備與執行」、「評量實施」、「班級經營」、「校務推展」向度上達顯著差異。整體而言，年資15年以上的教師在各向度的表現高於未滿15年的教師。但是，不同地域、不同學校規模、不同學生文化背景及不同文化經驗之國小資源班教師在多元文化教育素養上未見顯著差異。本研究並進一步提出相關建議，以作為教育行政單位、國小資源班教師及未來研究者之參考。

The purpose of this study was to investigate the present situation of multicultural education literacy and its related factors among elementary resource room teachers. Subjects were evaluated by questionnaire. According to proportion of elementary resource room of Taiwan, 612 teachers were randomly sampled and 530 (86.60%) were responded. And 514 of them were valid. The data were analyzed by descriptive statistics, t-test, one-way ANOVA. The results indicated that elementary resource room teachers' multicultural education literacy was above average. Female to multicultural education literacy tended to be more positive then male. Teachers with longer service to multicultural education literacy tended to be more positive than the less seniority. Participation of training and workshops concerning multicultural education were helpful to promote resource room teachers' multicultural education literacy. The types of students with disabilities in resource room were a related factor on multicultural education literacy. Recommendations are offered concerning the implications of these findings for school policy, transition practices, and further research.