本研究主要的目的在瞭解國民小學啟智班教師教學關注、專業發展
的情形；探討不同性別、年齡、任教年資、任教地區、專業訓練背景的國
民小學啟智班教師在教學關注與專業發展上的差異及教學關注與專業發展
的關係。研究者自編「啟智班教師教學關注量表」及「啟智班教師專業發
展量表」，採用調查問卷的方式，以台灣地區的國小啟智班教師為研究對
象，在596份問卷中回收有效問卷439份，並以單因子多變量變異數分析、
典型相關分析等統計方法進行資料的分析。研究發現如下： 1.現階段國
小啟智班教師教學關注的發展狀況呈現常態化的情形，各組所佔的人數相
當 均衡，顯示整體啟智班教師在最關注的取向，即最期待有所解決的
事務類別上，的確 有所不同。 2.國小啟智班教師的教學關注受性別
、年齡、任教年資等背景因素的影響而有所差異； 女性、45歲以下、
任教二年以上的啟智班教師教學關注的程度較高。 3.國小啟智班教師教
學關注的情形不因任教地區、專業訓練類別的不同而有所不同。 4.國小
啟智班教師的專業精熟度隨其任教年資的增加而逐漸精熟；專業發展需求
則隨著 任教年資的增加而漸趨緩和。 5.國小啟智班教師的專業精熟
度受其年齡、任教年資、專業訓練背景等因素的影響而有 所差異；年
齡36歲以上、任教年資五年以上、特教系所畢業的啟智班教師在專業精熟
度上較高。專業需求的情形則受其性別、年齡、任教年資、任教地區等因
素的影響； 女性、41-45歲、任教年資三年以下、於鄉鎮地區任教的
啟智班教師在專業發展需求 較高。 6.專業發展與教學關注彼此間的
關係呈正相關，即專業發展的程度越高，教學關注的程 度也越高，兩
者雖能相互預測，但解釋量不大，有待進一步更深入的研究。 本研究
除對研究發現加以討論之外，研究者並提出若干有助於提昇啟智班教師教
學關注與專業發展的建議，作為教育主管機關、師資培育單位擬定啟智班
教師職前及在職進修活動的參考。

A STUDY ON TEACHERS' CONCERN AND PREOFESSIONAL DEVELOPMENT IN
THE ELEMENTARY RETARDED CLASSESKUANG-JEN TSAIAbstract This
study aims at exploring of teaching concern and professional
development of teachers in the mentally retarded classes of
elementary schools in Taiwan. The variations in teaching concern
and professional development, derived from different ages,
genders, teaching years, teaching areas, and professional
training backgrounds of the teachers, and the relation between
teaching concern and professional development have been
carefully investigated. The researcher works out a Teaching
concern Scale for Teachers of Mentally Retarded Children and a
Professional Development Scale for Teachers of Mentally Retarded
Children by questionnaires taking teachers of mentally retarded
children in Taiwan as subjects. 439 of the 596 questionnaires
have been collected and analyzed with statistic methods like
one-way multi-variable ANOVA and typical correlation analysis,
and the finding are as follows: 1.Currently, teachers of the
mentally retarded children in the elementary schools have shown
their teaching concern in a normalized way. The number of the
teachers is properly distributed in each group. This suggests
that teachers of the mentally retarded children do take
different attitudes toward what is the aspect that deserves
their utmost concern, namely, the most important matter which
they expect to be taken care of. 2.Teachers of different
genders, ages, teaching years show different levels of
variations: female teachers, under forty-five with more than
two-year teaching experience reveal higher percentage of
concern on teaching. 3.Teachers in different teaching areas
and with different professional training backgrounds show equal
teaching concern. 4.Teachers' professional skills improves
in accord with the increase of teaching year, while the desire
for further professional development eases with the increase of
teaching year. 5.The dexterity of teachers' professional
skills is affected by factors like age, teaching year, and
professional training backgrounds: teachers above thirty-six,
with more than five years of teaching experience, graduating
from the department/graduate institute of special education show
higher level of professional dexterity. Teachers' desire for
professional knowledge is influenced by factors like gender,
age, teaching year, and teaching area: female teachers, forty-
one to forty-five years old, with less than three-year teaching
experience, teaching in the rural areas, who have a greater
intention in professional development. 6.Professional
development and teaching concern are in a relation of
inclusiveness. They show a positive mutually-predicted
correlation which, though, allow only little interpretation, so
further investigations are needed. In addition to the
discussion on the findings in the study, the researcher also
offers some suggestions on how to promote the teaching concern
and professional development of the teachers of mentally
retarded children. These suggestions may serve as references
when the education authorities or teacher college elaborate
preservice and inservice advanced activities for these teachers.
A STUDY ON TEACHERS' CONCERN AND PREOFESSIONAL DEVELOPMENT IN