本研究旨在探討偏遠地區國小特殊教育教師工作困境與教學困擾之研究，針對新北市與臺東縣偏遠地區進行問卷調查，母群體數共62人，發出62份問卷，回收56份，回收率90%，回收問卷可使用率100%。研究資料以描述性統計及單因子變異數進行分析。結果如下，偏遠地區國小特教教師工作困境層面平均2.89，屬中度困擾（未達部分符合），偏遠地區國小特教教師工作困境稍感困難，依序高至低為「工作負荷」、「行政負擔」、「專業知能」、「學校行政支持」。「工作負荷」的層面，年齡36-45歲的較25歲以下以及46-55歲困擾、專業背景特教學分班較未取得特教教師證困擾、特教任教年資6-15年較特教任教年資未滿3年困擾，以上是「工作負荷」層面困擾情形。「行政負擔」層面，特教任教未滿3年較6-15年困擾。「專業知能」層面，兼任特教組長較兼任特教業務承辦人困擾；教學困擾各層面平均為2.67，屬中度困擾（未達部分符合），偏遠地區國小特教教師工作困境稍感困擾，依序為「進修困難」、「課程教學」、「支援系統」、「家庭配合度」；偏遠地區國小特教教師在教學困擾之差異，偏遠地區國小特教教師在「課程教學」層面，新北市比臺東縣有較多困擾。

This study aims to explore the work-related difficulties and teaching challenges faced by special education teachers in elementary schools in remote areas. A questionnaire survey was conducted in the remote areas of New Taipei City and Taitung County, with a total of 62 participants. Sixty-two questionnaires were distributed, 56 were returned, and the response rate was 90%, with a 100% usable return rate. The research data were analyzed using descriptive statistics and one-way ANOVA. The results are as follows: The average score for the workrelated difficulties faced by special education teachers in remote elementary schools was 2.89, which indicates a moderate level of difficulty (not reaching the "partially agree" level). The difficulties were ranked from high to low as follows: "workload," "administrative burden," "professional knowledge," and "school administrative support." For the "workload" aspect, teachers aged 36-45 were more troubled than those under 25 and those aged 46-55. Teachers with a professional background in special education and those with teaching experience of 6-15 years were more troubled than those without special education certification or those with less than 3 years of experience. These are the factors contributing to the "workload" difficulties. Regarding the "administrative burden," teachers with less than 3 years of special education teaching experience were more troubled than those with 6-15 years of experience. For the "professional knowledge" aspect, teachers who also served as special education coordinators were more troubled than those who served as special education staff members. The average score for teaching difficulties was 2.67, indicating a moderate level of difficulty (not reaching the "partially agree" level). The difficulties were ranked as follows: "difficulty in further education," "curriculum and teaching," "support systems," and "family cooperation." As for the differences in teaching challenges, special education teachers in remote elementary schools in New Taipei City reported more difficulties in the "curriculum and teaching" aspect compared to those in Taitung County.

偏遠地區國小;特殊教育教師;工作困境;教學困擾

elementary schools in remote areas; special education teachers; working difficulties; teaching difficulties