澳门普通学校教师的特教专业知能与特教教学调整的关系:基于学校行政支持、实质性支持的调节效应  

The Relationship between Special Education Professional Knowledge and Special Education Teaching Adjustment of Ordinary School Teachers in Macao: Based on the Moderating Effect of School Administrative Support and Substantive Support

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6期2931-2940,共10页Advances in Social Sciences

摘　　要：该研究目的是了解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。研究通过量表收集612名澳门普通学校教师的资料,并且进行调节效应的检验。结果显示:1) 不同学校行政支持的层面中,总分的学校行政支持、分层面的实质性支持在特教专业知能与特教教学调整的关系中具有负向的调节效果(p < 0.05);2) 无论是学校行政支持,还是实质性支持,在中度支持下,特教专业知能对特教教学调整的解释力是最高,而高度支持下,特教专业知能对特教教学调整的解释力是最低。最后依研究结果给出建议,以作为教师、学校、澳门政府的参考。This study aimed to understand the relationship between special education professional knowledge, school administrative support, and special education teaching adjustment as perceived by ordinary school teachers. Data was collected from 612 Macao ordinary school teachers through a questionnaire, and moderation effects were tested. The results showed that: 1) among different levels of school administrative support, both the total score of school administrative support and the substantive support at the sub-level had a negative moderating effect on the relationship between special education professional knowledge and special education teaching adjustment (p < 0.05);2) whether it was school administrative support or substantive support, the explanatory power of special education professional knowledge for special education teaching adjustment was highest under moderate support, while the explanatory power was lowest under high support. Finally, suggestions were provided based on the research results for teachers, schools, and the Macao government as a reference.

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 实质性支持 特教教学调整 

分 类 号：G76[文化科学—特殊教育学]