本研究透過問卷調查法探討國小教師專業知能對於身心障礙學生校園霸凌防 制準則執行態度之關係。依據研究目和文獻探討將謝靜怡（2008）和連淑惠（2018） 兩份問卷整併成「國小教師專業知能與身心障礙學生校園霸凌防制準則執行之調 查問卷」。研究對象為竹苗地區之國小普通班教師、特教教師和輔導教師，共計555 位，並運用描述性統計、Pearson 積差相關和回歸進行統計分析。本研究的重要發 現如下： 一、在國小教師專業知能方面，特教教師的具備程度最高，普通班教師次之，輔 導教師最低。而校園霸凌防制準則執行態度方面，普通班教師的符合程度最 高，輔導教師次之，特教教師最低。 二、三類型教師的國小教師專業知能與校園霸凌防制準則執行態度皆呈現正相 關，以輔導教師的相關程度最高，達高度相關；特教教師次之，普通班教師 最低，兩者皆達中度相關。 三、三類型教師的國小教師專業知能對於校園霸凌防制準則執行態度皆具有正向 的預測力，預測力依序為輔導教師最高，特教教師次之，普通班教師最低。 四、本研究建議教育行政機關和學校單位可定期辦理相關研習和建立經驗分享平 台，以提升教師的專業知能並強化溝通協調與合作機制，才可更適性的處理 相關霸凌事件。

Purpose: This study used a questionnaire survey method to explore the relationship between elementary school teachers' professional knowledge and their attitudes towards implementing school bullying prevention guidelines for students with disabilities. Based on the research objectives and literature review, the two questionnaires by Hsieh, Ching- Yi (2008) and Lien, Shu-Hui (2018) were merged into the "Survey Questionnaire on the Professional Knowledge of Elementary School Teachers and the Implementation of School Bullying Prevention Guidelines for Students with Disabilities". The research subjects were 555 elementary school teachers, special education teachers and guidance teachers in the Hsinchu-Miaoli area. Methods: Descriptive statistics, Pearson product-moment correlation and regression were used for statistical analysis. Results/Findings: The results indicate: 1. In terms of the professional knowledge and skills of primary school teachers, special education teachers have the highest level of knowledge, followed by regular class teachers, and counseling teachers have the lowest level. In terms of the attitude towards implementing the school bullying prevention guidelines, teachers in regular classes have the highest level of compliance, followed by counseling teachers, and special education teachers have the lowest level. 2. The professional knowledge of elementary school teachers and the attitude towards the implementation of school bullying prevention guidelines of the three types of teachers are all positively correlated, with the highest correlation among counseling teachers, reaching a high degree of correlation; special education teachers are second, and regular class teachers are the lowest. All of them were moderately correlated. The professional knowledge of the three types of teachers in elementary school has a positive predictive power on the attitude towards the implementation of school bullying prevention guidelines. The predictive power is highest for counseling teachers, followed by special education teachers, and lowest for regular class teachers. 4. Conclusions/ Implications: This study recommends that educational administrative agencies and school units can regularly organize relevant training and establish experience sharing platforms to enhance teachers’ professional knowledge and strengthen communication, coordination and cooperation mechanisms so that they can more appropriately handle related bullying incidents.

身心障礙學生、校園霸凌、教師專業知能

students with disabilities, school bullying, teacher’s professional knowledge