吳昇光Wu, Sheng-Guang2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70701學位類別：碩士校院名稱：國立台灣體育學院系所名稱：體育研究所學號：19201005畢業學年度：95年論文頁數：118頁　　本研究旨在探討不同背景變項的身心障礙學生指導老師（性別、服務學校類別、年齡、畢業學校類別、主修科目、家庭婚姻狀況、授課班級學生類別、教師年資、職務類別、工作時間、適應體育課程、特殊教育課程、運動員背景、擔任身心障礙學生教學年資）其職業倦怠（去人格化、情緒耗竭、個人成就感）與教導身心障礙學生（情緒/行為異常、輕度-中度智能障礙、中度-重度智能障礙、視覺障礙、肢體障礙、學習障礙、聽覺障礙）態度之關係。 　　本研究以Maslach 和Jackson 於1981年編製完成的「職業倦怠量表Maslach Burnout Inventory（MBI）」，並依此翻譯為中文、作為研究問卷工具，及引用改編自Rizzo（1993）之PEATID-Ⅲ中文版「體育教師指導身心障礙學生態度量表」施測，共回收有效問卷324份；研究資料經由t考驗、單因子變異數分析、Scheffe法事後比較、Pearson相關分析及逐步多元迴歸分析結果如下： 一、身心障礙指導老師的職業倦怠與教學態度有顯著相關。 二、身心障礙學生指導老師職業倦怠程度偏低。 三、特殊教育課程對於身心障礙學生指導教師之職業倦怠產生與否有影響。 四、身心障礙學生指導教師在性別、服務學校、適應體育課程、特殊教育課程、運動員背景、主修科目、畢業學校、家庭婚姻、授課學生類別、職務類別、自覺能力與教學年資和教學態度有顯著差異。 五、自覺能力是身心障礙指導教師指導身心障礙學生整體教學態度之最佳預測因子，其次為特教課程，第三是擔任職務，第四則是適應體育課程。 　　依據本研究結果可知，身心障礙學生指導老師的職業倦怠對於教學態度與身心障礙學生間確有影響。建議在未來的師資培育過程中，加強特殊教育和適應體育課程，以符合課程所需、以提昇身心障礙學生教育品質。　　The purpose of this study was to examine the association between demographic attributes (gender, age, year of teaching physical education, year of teaching students with disabilities, adapted physical education courses, special education courses, type of school, type of students, perceived competence, official job, educational background, major, and athletic background) of physical educators and their attitudes toward teaching students with disabilities (emotional/behavioral disorder, mild-moderate mentally impaired, moderate-severely mentally impaired, visual disability, physical disability, learning disability, and hearing disability), and to explore the relationship between the attitudes and burnout categories (including personal accomplishment, emotional exhaustion and depersonalization) among physical educators. Three hundred twenty-four physical educators completed the Chinese edition of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities (PEADIT) survey that revised from Rizzo’s (1993) PEADIT-Ⅲ and the Chinese edition of the Maslach Burnout Inventory（MBI）. Data were analyzed by t-test, ANOVA, Scheffe’s method, Pearson Correlation and multiple regression. The results showed that： 1.Significant correlation between attitudes towards teaching students with disabilities and burnout was found. 2.The burnout of physical educators was in the low level. 3.Special education courses affected burnout,and adapted physical education courses was the second significant attribute. 4.Twelve variables were significantly corrected with attitudes toward teaching students with disabilities. 5.Perceived competence was the most significant predictor of the favorable attitude. Special education credit was the second significant attribute. Official job was the third significant attribute, followed b adapted physical education courses. 　　The results in this study clarified that physical educators’ burnout level mutually influences their attitudes toward teaching students with disabilities. In the future, we suggest that it is essential to enhance the courses of the special education and adapted physical education during the teachers’ growing process to promote the teaching quality for disabled students.目　次 第一章　緒論……………………………………………………………1 　第一節　研究背景與動機……………………………………………1 　第二節　研究目的……………………………………………………3 　第三節　研究問題與假設……………………………………………4 　第四節　研究假定、研究範圍與限制………………………………5 　第五節　名詞解釋……………………………………………………6 第二章　文獻探討………………………………………………………10 　第一節　職業倦怠的相關理論與涵義之探討………………………10 　第二節　教學態度的相關理論與涵義之探討………………………16 　第三節　職業倦怠與指導身心障礙學生態度量表探討……………24 第三章　研究方法………………………………………………………32 　第一節　研究架構……………………………………………………32 　第二節　研究受測者…………………………………………………34 　第三節　研究工具……………………………………………………36 　第四節　研究步驟……………………………………………………39 　第五節　資料分析……………………………………………………40 第四章　研究結果………………………………………………………41 　第一節　身心障礙學生指導教師職業倦怠差異分析………………41 　第二節　身心障礙學生指導教師教學態度差異分析………………51 　第三節　身心障礙學生指導教師職業倦怠與 　　　　　教學態度最佳預測因子分析………………………………67 　第四節　身心障礙學生指導教師職業倦怠與 　　　　　教學態度之相關分析………………………………………77 第五章　討論……………………………………………………………78 　第一節　身心障礙學生指導教師職業倦怠討論……………………78 　第二節　身心障礙學生指導教師教學態度討論……………………84 　第三節　身心障礙學生指導教師職業倦怠與 　　　　　教學態度最佳預測因子討論………………………………89 　第四節　身心障礙學生指導教師職業倦怠與 　　　　　教學態度相關討論…………………………………………92 　第五節　總結…………………………………………………………95 第六章　結論與建議……………………………………………………99 　第一節　結論…………………………………………………………99 　第二節　建議…………………………………………………………101 參考文獻…………………………………………………………………103347733 bytesapplication/pdf適應體育;職業倦怠;教學態度;特殊教育;融合教育;自覺能力thesis