本研究探討臺東縣國小融合班教師之教學困擾與教學效能情形，與在不同背景變項的差異情形，並分析背景變項與教學效能向度對教學困擾的預測力，以及了解背景變項在教學效能對教學困擾的調節作用情形。本研究採問卷調查，所得資料以平均數、標準差、t考驗、單因子變異數分析及多元迴歸分析進行處理。結論歸納：一、臺東縣國小融合班教師整體教學困擾是屬中度偏高程度。由高而低依序為：「支援系統」「專業知能」、「評量方式」、「課程教學」、「教室管理」。二、臺東縣國小融合班教師整體教學效能是屬中度偏低程度。由高而低依序為：「多元教學策略」、「專業學養」、「課程準備與教材」、「良好班級氣氛」、「多向度教學評量」。三、不同背景變項的臺東縣國小融合班教師在教學困擾不具有差異性。四、不同背景變項的臺東縣國小融合班教師在教學效能不具有差異性。五、臺東縣國小融合班教師教學困擾與教學效能間呈現負相關。六、不同背景變項之臺東縣國小融合班教師及教學效能向度可有效預測教學困擾。七、不同背景變項之臺東縣國小融合班教師在教學效能對教學困擾具有調節作用。

This study aimed at discussing the differences of teachers’ teaching problems and teaching efficacy at inclusive class in Taitung county elementary schools undervariables of different backgrounds. In addition, this study further analyzed the prediction of teaching problems of variables like teachers’ backgrounds and their dimension of teaching efficacy, so as to understand the moderation effects on teaching problems and teaching efficacy.To reach the above goal, this study based on 257 questionnaires to survey teachers at inclusive classin Taitung elementary schools, with 203 valid questionnaires. The data was analyzed by statistical methods as mean, standard deviation, t-test, one-way ANOVA and multiple regression. Results were summarized as follows: 1. The whole teaching problem of teachers at inclusive class in Taitung elementary schools is higher than moderate degree.The five degrees of teaching problems rankled from high to low: supporting system, profession knowledge,assessment, curriculum teaching, and classroom management. 2. The whole teaching problem of teachers at inclusive class in Taitung elementary schools is lower than moderate degree.The five degrees of teaching efficacy rankled from high to low: multi-teaching strategy, professional knowledge, curriculum preparation and teaching material, positive classroom atmosphere, and multidimensional assessment. 3. The teaching problems of teachers at inclusive class in Taitung elementary schools from different backgrounds have no significant difference. 4. The teaching efficacy of teachers at inclusive class in Taitung elementary schools from different backgrounds has no significant difference. 5. The teaching problems and teaching efficacy of teachers at inclusive class in Taitung elementary schools arenegative relevant. 6. Teachers at inclusive class in Taitung elementary schools from different backgrounds and teaching efficacy can predict teaching problems effectively. The variables of multidimensional assessment and classroom size are the two easiest predictable ones among the others. 7. Teachers at inclusive class in Taitung elementary schools from different backgrounds have moderation effects on teaching problems and teaching efficacy.

國小融合班教師; 教學困擾; 教學效能

Teacher at Inclusive Class in Elementary School; Teaching Problem; Teaching Efficacy