Abstract
In recent years, Taiwan has invested a lot of resources in hiring special education assistants to assist students with disabilities and reduce the burden on special education teachers. Their job responsibilities include working under the supervision of teachers to meet their teaching needs, assisting classroom students with school learning and campus life, and many other tasks. It is important to ensure that special education assistants have a sense of vocational commitment and satisfaction in their work. The purpose of this study was to explore the vocational commitment of special education assistants and its related factors, with a total of 217 valid samples collected. The statistical analysis results showed that most special education assistants feel a moderate to a high degree of vocational commitment. Social support and job satisfaction were significantly positively correlated with their vocational commitment, and family support and professional communication are effective predictors of their vocational commitment. Therefore, how to strengthen family support and professional communication for special education assistants is an important issue. This study also puts forward specific suggestions for practical references, such as establishing a good family support system, promoting mutual understanding between class teachers and special education assistants, improving relevant compensation and welfare measures, continuously improving the professional development of special education assistants, and special education assistants should understand the sense of mission of their vocation.
Author Information
Yea-Rong Cheng, National University of Tainan, Taiwan
Chien-Hsiung Wu, National Kaohsiung Normal University & Dongshi Township Public Office, Taiwan
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