本研究透過「特殊教育長期追蹤資料庫（Special Needs Education Longitudinal Study，SNELS）」所提供之大規模問卷樣本進行次級資料分析，旨在瞭解於融合教育施行下，國小普通班教師教導身心障礙學生之專業知能與勝任感現況及其影響因素。採用之分析資料為SNELS資料庫99學年度國小普通班教師問卷中，2059份正教導身心障礙學生之國小普通班教師問卷。統計方法包括描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關以及路徑分析等。研究結果發現，普通班教師教導身心障礙學生之專業知能現況，以「親師間的溝通與合作」、「班級經營」、「與其他專業人員合作」等能力較佳；而「依障礙學生能力和需求設計課程」能力最弱；教導身心障礙學生之勝任感則有近八成二的老師表示勝任，但仍有近二成的老師表示無法勝任。進一步分析結果則顯示，「特教年資」、「特教專業訓練」及「任教身障生類別」，均會影響普通班教師教導身心障礙學生之專業知能與勝任感；此外，普通班教師所得到之「特教支援」亦影響專業知能的表現。而將專業知能納為中介變項時，「特教年資」、「特教專業訓練」、「任教身障生類別」成為影響教學勝任感之重要因素。最後依據研究結果，針對國小普通班教師專業知能培養及勝任感提升措施提出檢討與建議。

The purposes of this study were to understand current status of elementary school regular teachers’ professional knowledge and competence toward the teaching of students with disabilities, and also the influential factors upon the implementation of inclusive education. The data was drawn from the Regular Teachers Survey of the “Special Needs Education Longitudinal Study” in 2010 school year. The survey questionnaires were answered by 2,059 elementary school teachers who were teaching students with disabilities in regular classes. The statistical methods included descriptive statistics, independent samples t test, one way ANOVA, Pearson’s product moment coefficient, and path analysis. The study results showed that among various aspects, abilities in “professional knowledge toward the teaching of students with disabilities”, “communication and cooperation between teachers and students”, “classroom management” and “cooperation with other professionals” demonstrated more competence, while the ability to “design curriculums based on the needs of students with disabilities” was less capable. As for the competence in teaching students with disabilities, about 82% of teachers indicated they were competence in the teaching of students with disabilities. However, there were still nearly 20% of teachers expressed less competent. Further analysis results showed that “seniority in special education”, ”professional trainings in special education”, and “student’s disability type” were the factors that would affect regular teacher’s professional knowledge and competence toward the teaching of students with disabilities. Besides, “special education supports” could also affect the performance of teacher’s professional knowledge. When professional knowledge was considered as an intervening variable, “seniority in special education”, “professional training in special education” and “student’s disability type” became the important factors that affected teachers’ competence. Lastly, reviews and suggestions in the light of the development of elementary school regular grade teacher’s professional knowledge and the improvement of their competence were also provided based on the research results.

國小普通班教師; 身心障礙學生; 專業知能; 勝任感; 特殊教育長期追蹤資料庫

elementary school regular teachers; students with disabilities; professional knowledge; competence; Special Needs Education Longitudinal Study （SNELS）