[[alternative]]A Study on Teachers' Well-being in Special Education Program at Elementary Schools--Take Female Teachers as Example

[[abstract]] 本研究旨在瞭解國小女性特殊教育教師幸福感之現況。本研究採用質性訪談方式，以目前在苗栗縣國小正式且現職之教師為研究對象，以三個學校採用五位個案教師進行訪談，教師受訪資料，進行分析整理，研究結果說明如下：壹、國小女性特教教師的幸福感來源來自於「人際和諧層面」、「教學的成就感」、「工作的穩定性」、「休閒參與」、「金錢的滿足」、「家長的肯定」。貳、國小女教師之人格特質傾向於「嚴謹性」、「親和性」參、國小女性教師幸褔感的因素時，大致將之歸納為下列幾方面： 一、就個人背景因素而言:性別、年齡、年資、教育程度、兼任職務等五項因素。 二、就社會支持因素而言：行政團隊支持、同事、家人和朋友和諧相處。 三、就心理層面因素而言：工作環境滿意度和幸福感的感受。(一)個人背景因素1.研究參與者皆表示性別和幸福感沒有顯著相關。2.有關年齡的說法眾說紛紜，沒有一致性的共識，因此難以去判斷幸福感與年齡相關性。3.多數特教教師表示隨著教學年資增加和經驗累積，可以更能夠掌握教學突發狀況，得到的幸福感也逐漸增加。4.不同教育程度對於個人幸福感並無一致看法。5.研究參與者皆表示擔任職務會影響幸福感，幸福感較低。(二)社會支持因素：研究參與者皆在職場上或得多元的正向社會支持，因此整體生活過得充實又精彩，社會支持帶來很大的幸福感。(三) 心理層面的因素：研究參與者五位皆表示滿意目前工作狀況，只是滿意工作穩定性和薪水固定性，但多數表示教職在心理層面沒有很大的幸福感。由此可知，教育主管單位若能讓特教教師從工作中獲得關愛、接納與歸屬感，且主動關心及排解特教教師的工作壓力，幸福感自然能夠大大的提昇了。 根據研究結果，提出具體建議，俾提供教育行政機關、學校行政單位、特殊教育學校教師以及後續研究做為參考。[[abstract]] The purpose of the study is to understand female teachers' well-being in special education program at elementary schools nowadays. The research is to undertake interviews for five individual teachers in three schools in Miaoli County and analyse them.1. Female teachers’ well-being in special education program at elementary schools are derived from harmonious relationship, teaching achievement, job stability, activities participation, money satisfaction, and belief of children's guardians.2. Female teachers at elementary schools have a tendency towards serious and kind.3. Female teachers' well-being at elementary schools generally conclude the following reasons:(1) With regards to personal background, there are five elements, such as sex, age, seniority, education level and work.(2) As for social support, there are the support of administrative team and the atmosphere of colleagues' relationship.(3) With respect to mentality, there are the satisfaction of job environment and the feeling of happiness.i Personal background:(a)Participants show that there is not significant relationship between sex and well-being.(b)There are opinions widely divided about age so it is difficult to judge the relationship between happiness and age.(c)Most special education tutors suggest that with gaining teaching seniority and experience, it would handle problems in teaching time and increase well-being gradually.(d)There is no common view towards different education levels and personal happiness.(e)Participants on the survey point out that being appointed extra work may affect well-being and decrease well-being.ii The factor for social supportParticipants on the survey receive the positive diversity of social support so they will live in a productive and exciting way. Social support brings great well-beings.iii The factor for mentality:Five participants are all satisfied with their moment work situation for only the stability of job and salary but most of them show that they do not have great happiness in their mentality. In this way, if educational administration organizations help teachers to obtain love, acceptance and a sense of belonging from their job and deal with special education tutors' pressure, their well-being will increase enormously in a natural way. According to the result of my finding, references are given to provide specific advice and educational administration organizations, administrative units in schools, teachers in special education schools and the following study is to understand