Everett S A, Price J H, Telljohann S K
Dept. of Health Promotion and Human Performance, University of Toledo, OH 43606.
J Sch Health. 1994 Aug;64(6):261-5. doi: 10.1111/j.1746-1561.1994.tb06200.x.
This study examined secondary school health education teachers' perceived adequacy of professional training and perceived self-efficacy in teaching mainstreamed mentally disabled students (MMDS). Subjects included a stratified random sample (N = 333; response rate = 63%) of secondary school health education teachers in nine states which require that health education be taught in the schools. Subjects were 44% female, 92% White, had a mean age of 40.6 years (SD = 8.6) and a mean of 12.1 years (SD = 7.5) of teaching experience. One in four received no training on teaching MMDS. Efficacy expectation (EE) scores were significantly higher in teachers with some training in teaching MMDS (p < .001) but outcome expectation (OE) scores were not significantly different based on training. Also, EE and OE scores were higher in teachers who perceived the need for health knowledge and skills (outcome value) as greater in this population (p < .001). A significant correlation existed between the degree of reward in teaching MMDS and EE and OE (p < .01). Fifty-four percent believed materials available for teaching this group were inadequate; however, 77% reported that there special education department was supportive in material development.
本研究调查了中学健康教育教师对教授主流化智障学生（MMDS）的专业培训充足性的认知以及自我效能感。研究对象包括来自九个要求在学校开展健康教育的州的中学健康教育教师的分层随机样本（N = 333；回复率 = 63%）。研究对象中44%为女性，92%为白人，平均年龄为40.6岁（标准差 = 8.6），平均教学经验为12.1年（标准差 = 7.5）。四分之一的教师未接受过教授MMDS的培训。接受过一些教授MMDS培训的教师的效能期望（EE）得分显著更高（p < .001），但基于培训的结果期望（OE）得分无显著差异。此外，认为该人群对健康知识和技能（结果价值）需求更大的教师的EE和OE得分更高（p < .001）。教授MMDS的奖励程度与EE和OE之间存在显著相关性（p < .01）。54%的教师认为用于教授该群体的材料不足；然而，77%的教师报告称特殊教育部门在材料开发方面提供了支持。
