澳门普通学校教师的特教专业知能、学校行政支持、特教教学调整的关系:基于结构方程模型的验证  

The Relationship between the Special Education Professional Knowledge, School Administrative Support and Special Education Teaching Adjustment of Ordinary School Teachers in Macao: Validation Based on Structural Equation Model

作　　者：董志文 

机构地区：[1]圣若瑟大学教育学院,澳门

出　　处：《社会科学前沿》2023年第2期902-913,共12页Advances in Social Sciences

摘　　要：本研究旨在探究普通学校教师所感受的特教专业知能、学校行政支持、特教教学调整之间的关系。研究以612名澳门普通学校教师为研究对象,利用量表收集教师的特教专业知能、学校行政支持、特教教学调整的数据,并且以结构方程模型验证变量之间的关系。结果显示:1) 模型经过修正后,教学设计知能是提升特教专业知能最重要的测量指标,实质性支持是提升学校行政支持最重要的测量指标,教学调整是提升特教教学调整最重要的测量指标;2) 学校行政支持能够直接影响特教教学调整,同时也能够通过特教专业知能影响特教教学调整,解释力R2为0.684。最后,依本研究结论给出建议,以作为学校、澳门政府的参考。This study aims to explore the relationship between the professional knowledge and ability of special education, school administrative support, and special education teaching adjustment perceived by ordinary school teachers. The study took 612 ordinary school teachers in Macao as the research object, used scales to collect data on teachers’ special education professional knowledge, school administrative support, and special education teaching adjustment, and verified the relationship between the variables with a structural equation model. The results show that: 1) After the model is revised, instructional design knowledge is the most important measurement index for improving special education professional knowledge, substantive support is the most important measurement index for improving school administrative support, and teaching adjustment is the most important measurement index for improving special education teaching adjustment;2) School administrative support can directly affect the adjustment of special education teaching, and can also affect the adjustment of special education teaching through special education professional knowledge, and the explanatory power R2 is 0.684. Finally, suggestions are given on the conclusions of this research, as a reference for schools, and the Macao government.

关 键 词：普通学校教师 融合教育 特教专业知能 学校行政支持 特教教学调整 

分 类 号：G76[文化科学—特殊教育学]