澳門特殊教育教師的工作現狀與工作滿意之探討-以 K 學校為例

This study aims to gain a deeper understanding of the working conditions and satisfaction levels of special education teachers in Macau, exploring the challenges they face and their solutions.

The study employed a qualitative research method, conducting semi-structured interviews and using an interview outline to guide the dialogue.

The research subjects were eight special education teachers from K school in Macau. In-depth interviews were conducted to analyze their findings. Based on the data obtained, the main findings were summarized and analyzed as follows:

I. Current Working Conditions of Special Education Teachers

Their work content can be divided into three aspects: teaching duties, non-teaching duties, and personal professional development. Teachers' teaching duties include lesson preparation, curriculum implementation, development of individualized education plans, and student assessment. All teachers, regardless of seniority, teach the same subjects, but teachers in administrative positions need to dedicate more time, resulting in fewer teaching sessions. In non-teaching duties, teachers are responsible for resource management, student daily management, and parent communication; more senior teachers typically bear more administrative responsibilities. Regarding professional development, teachers need to meet professional development hour requirements. More senior teachers tend to choose more relaxed and engaging courses, while less senior teachers tend to focus on practical courses to improve teaching effectiveness.

II. Special Education Teacher Job Satisfaction

Two less senior teachers expressed satisfaction with their salaries, while three more senior teachers and three less senior teachers expressed dissatisfaction. Eight teachers expressed dissatisfaction with the work environment and school resources. Eight teachers expressed satisfaction with teacher interaction and the difficulties encountered. Two senior teachers expressed dissatisfaction with seeking resource assistance or support, while one senior teacher and five junior teachers expressed satisfaction with seeking such assistance or support. Two senior teachers and one junior teacher expressed satisfaction with their daily workload and burden, while one senior teacher and four junior teachers expressed dissatisfaction. All eight teachers expressed satisfaction with the respect and sense of accomplishment they received at work. All eight teachers expressed dissatisfaction with opportunities for professional development and training for special education teachers. III. Difficulties Faced by Special Education Teachers and Solutions
Special education teachers in Macau's private schools are generally dissatisfied with the salary system, as it fails to reflect workload and lacks a reward mechanism. It is recommended to increase salaries, establish a reward mechanism, and regularly evaluate the salary structure. Teachers report a lack of necessary teaching materials and resources; class fees and support for teaching materials should be increased to improve the teaching environment and quality. Staff shortages prevent teachers from effectively supporting students with special needs; increasing staff would alleviate the burden and allow teachers to focus more on teaching and student interaction. To enhance the professional competence of special education teachers, customized professional development courses should be designed, focusing on emotional management and individualized instruction planning. These courses should be more practical and offered during working hours or online. Regular assessment and feedback mechanisms should also be established to promote teachers' professional growth.

本研究旨在深入了解澳門特殊教育教師的工作狀況和滿意度，以探討特教 教師在工作中面臨的挑戰及其解決方案。 研究採用質性研究方法，進行半結構式訪談，使用訪談大綱來引導對話。 研究對象為八位澳門 K 校的特殊教育教師，通過深度訪談分析其內容。根據所 得資料，進行歸納與分析，主要發現如下： 一、特教教師工作現況 工作內容可分為三個方面：教學職務、非教學職務和個人專業發展。教師 的教學職務包括教學準備、課程執行、個別化教育計劃的制定及學生評估。所 有教師無論資歷深淺授課科目一致，但行政職務的教師需投入更多時間，導致 授課節數減少。在非教學職務方面，教師需處理資源管理、學生日常管理及家 長溝通等，較資深的教師通常承擔更多行政責任。在個人專業發展方面，教師 需滿足專業發展時數要求，較資深教師傾向選擇輕鬆有趣的課程，而資歷較淺 的教師則偏重實用性課程，以改善教學效果。 二、特教教師工作滿意度 2 位資歷淺的教師對薪金表示滿意，3 位較資深的教師和 3 位資歷淺的教師 對薪金表示不滿意。8 位教師對工作環境與學校資源均表示不滿意。8 位教師對 教師互動狀況及遇到的困難均表示滿意。2 位資深教師對尋求資源協助或支持 表示不滿意，1 位資深教師和 5 位資歷淺的教師對尋求資源協助或支持表示滿 意。2 位資深教師和 1 位資歷淺的教師對每天工作量及工作負荷表示滿意，1 位 資深教師和 4 位資歷淺的教師對每天工作量及工作負荷表示不滿意。8 位教師 對工作中獲得的尊重與成就感均表示滿意。8 位教師對特教教師進修與訓練機 會均表示不滿意。 三、特教教師遭遇的困難與改善之道 澳門私立特殊教育教師普遍對薪資制度不滿，因薪資未能反映工作量且缺 乏獎勵機制，建議提高薪資、設立獎勵機制並定期評估薪資結構。教師反映缺 乏必要的教具和資源，應增加班費與教具支援，以改善教學環境和質量。人手 不足使教師無法有效支持有特殊需求的學生，增加人手可減輕負擔，讓教師更 專注於教學和學生互動。為提升特教教師專業能力，應設計量身定制的進修課 程，重點在情緒管理和個別化教學計劃，這些課程應增強實用性，並安排在工 作時間或提供線上培訓選項，同時建立定期評估與反饋機制，以促進教師職業 成長。