本研究旨在探討視障者於國民教育階段從事教職之工作挑戰、因應策略與社會支援。採質性研究，訪談7位任教於普通班級、視障資源班、視障巡迴輔導及啟明學校之視障教師。研究指出視障教師在「教學與輔導」、「學校組織氣氛」、「專業知能與發展」、「工作人際關係」、「工作交通移動」上的挑戰與因應；發現到視障教師除與明眼教師面臨相似挑戰外，更須面對在教職工作與視力限制交織下的困難，以及他人對視障者之刻板印象。其中，視障資源班與視障巡迴輔導之視障教師工作負荷較大；而視障教師雖在各面向展現出多項因應策略，仍有部份挑戰尚待克服。另外，視障教師獲得的社會支持，包括來自學校、社會政策、社福團體等正式的社會支持外，更包括來自同事、家人與朋友、學生與家長、視障教師同儕等非正式的自然支持；其中，教師同儕能提供較為全面的支持，是視障教師順利從事教職之關鍵。研究指出，視障教師期盼的社會支持主要有：獲得適性的實際支持、適才適用、刻板印象能消弭，顯示目前的各項社會支持尚無法完全符應視障教師之需求使其發揮優勢，以及外界仍有刻板印象與不了解。最後，根據本研究結論，提供視障教師、視障教師之任教學校、行政主管機關及未來相關研究具體建議。

Background and Purpose <p> In recent years, the roles and responsibilities of teachers has become increasingly diverse and demanding. For teachers with visual impairments, fulfilling these roles presented considerable challenges, as vision played a central role in classroom instruction, communication, and professional development. Nevertheless, through the effective use of various strategies, assistive technologies, and social support systems, visually impaired teachers could not only overcome barriers but also thrive in their profession by contributing their unique experiences and expertise. These efforts helped safeguard their employment rights and demonstrated the value of diversity in education. <p> In Taiwan, over 100 teachers with visual impairments were estimated to be working across a range of educational settings, including itinerant support services, resource classrooms, and special schools for the blind. Despite growing recognition of inclusive education, studies focusing on their professional challenges and support systems remained limited, particularly across different teaching contexts. <p> This study aimed to: <p> 1. Investigate the work-related challenges and coping strategies of teachers with visual impairments in various teaching environments. <p> 2. Examine the types of social support they received and their expectations for further support in fulfilling their professional roles. <p> Methods <p> This study employed a qualitative approach using semi-structured, in-depth interviews to explore the experiences of teachers with visual impairments in Taiwan’s national basic education system. The focus was on understanding their work-related challenges, coping strategies, and social support. <p> 1. Participants <p> Seven visually impaired teachers were selected through purposive sampling based on three criteria: (1) holding official certification of visual impairment, (2) currently working at the national education level, and (3) teaching in settings including two in regular classrooms, one in a resource room, two itinerant teachers, and two in special schools for the blind. The participants－three males and four females aged 28 to 47－had an average of 16 years of teaching experience. Four were blind and three had low vision, with most using both print and Braille. Their vision loss occurred either congenitally, during schooling, or in adulthood. <p> 2. Interview Topics and Guide <p> An interview guide, validated by two experienced visually impaired teachers, covered: (1) teaching duties and challenges, (2) coping strategies, (3) current social support, and (4) support expectations. Key themes included instruction and counseling, school climate, professional development, workplace relationships, and transportation. <p> 3. Ethical Considerations and Data Collection <p> All participants received detailed study information and gave written consent. Due to the COVID-19 pandemic, interviews were conducted online from April to June 2022, each lasting 2-3 hours. <p> 4. Data Analysis <p> Recordings were transcribed and coded using a structured labeling system noting data type, participant role, interview number, and location in the transcript. Thematic analysis combined inductive and deductive approaches. To enhance credibility, the study applied Lincoln and Guba’s (1985) criteria, including member checking, triangulation through supplementary sources (e.g., media reports, participant documents), and cross-review by two trained co-researchers. Discrepancies were resolved through discussion. <p> Results <p> 1. Work challenges and coping strategies <p> (1) Teaching and counseling <p> Teachers with visual impairments faced unique challenges and developed specific coping strategies depending on their teaching environments. Teachers in regular classrooms, who primarily instructed sighted students, encountered difficulties such as remembering students, managing the classroom, and limited support hours from vision assistants. Their key coping strategies included implementing effective classroom management and establishing clear communication practices. <p> For teachers working with visually impaired students, those in resource classrooms faced a heavy workload from translating teaching materials and providing comprehensive guidance. Itinerant teachers encountered challenges related to IEP verification, insufficient tutoring hours, and working with diverse student needs. Special education school teachers struggled with obtaining accessible electronic textbooks. Coping strategies included focusing on students’ interests and needs, effectively utilizing visual aids, fostering empathy, and sharing personal learning experiences. <p> (2) School organizational climate <p> Challenges included a lack of accommodations for special needs, supervisors questioning their capabilities, overly protective colleagues, and difficulties integrating into the school community. Coping strategies involved refraining from requesting special treatment, delivering work of comparable quality, and maintaining a positive mindset through self-adjustment. <p> (3) Professional knowledge and development <p> Challenges were categorized into difficulties with engaging in ongoing learning and responding to immediate learning situations. To overcome these, teachers actively sought assistance and employed personal strategies such as multi-sensory learning techniques. <p> (4) Work interpersonal relationships <p> Teachers with visual impairments often experienced challenges interacting with colleagues due to vision limitations, busy schedules, or extensive travel requirements. They also faced prejudice from other teachers, parents, and even students with visual impairments. Coping strategies included proactively initiating interactions, demonstrating a positive attitude and professionalism, adjusting their mindset, avoiding taking assistance for granted, and refraining from overinterpreting others’ biases. <p> (5) Work transportation <p> Main challenges involved difficulties using public transportation, unsafe road conditions, and concerns about personal safety. Itinerant teachers, in particular, bore a heavy workload. Coping strategies included using mobile applications and assistive technologies, requesting guidance from station staff when using the MRT, utilizing large-print cards for buses, booking rehabilitation transportation, or using taxis. <p> Overall, teachers with visual impairments faced not only the typical challenges encountered by sighted teachers but also vision-related limitations and societal stereotypes. Resource class teachers and itinerant teachers for visually impaired students experienced particularly heavy workloads. Despite adopting various coping strategies, significant challenges remained that required further attention and support. <p> 2. Social support and expectations <p> Social support in the teaching profession was categorized into formal and informal types. Formal social support included assistance from schools, policy-based support, and access to social welfare resources. Informal social support comprised aid from colleagues, family, friends, students, their parents, and peer teachers with visual impairments. Among these, peer teachers offered the most comprehensive and valuable support, which was essential for visually impaired teachers to effectively perform their teaching roles. <p> Additionally, teachers with visual impairments primarily expected to receive more practical support, including: (1) Flexible allocation of funding for vision assistants’ working hours, (2) Establishment of dedicated units for translating teaching materials for visually impaired students, (3) A review of staffing policies for teachers in resource classrooms for visually impaired students, (4) Organizing itinerant tutoring for visually impaired students into structured classes, and (5) Normalizing individualized reconstruction service plans and eliminating societal stereotypes. <p> These expectations indicated that current support systems were insufficient to fully meet the needs of visually impaired teachers, limiting their ability to maximize their strengths. Persistent stereotypes and misconceptions from society further exacerbate the challenges they faced. <p> Suggestions <p> Based on the findings of this study, specific recommendations were provided for visually impaired teachers, the schools where they taught, administrative agencies, and future research endeavors.