A Study On Qualities Of Teacher In Schools For The Intellectual Disability

The current study aimed to investigate into the qualities of teachers in schools for intellectual disability in terms of content construct, situation description, and factors. Based on the findings on the qualities of general and special education teachers, we posed a theoretical hypothesis on the qualities of teachers in schools for intellectual disability, including three dimensions each of which consisted of three fractal dimensions.The recent studies firstly adopted Delphi method to collect the suggestion on qualities of teachers in schools for intellectual disability from 15 special education experts and test the consistency coefficient on the extent of importance of each quality among these experts. Based on the findings above, the studies secondly made up a 5-point scale to investigate into the situation, factors, and agreement with experts of teachers' qualities in schools for intellectual disability and above 200 teachers were enrolled into the current study.The findings showed that:1) 15 experts consistently confirmed the importance of knowledge of special subject and capacity of special education.2) for the importance rating, significant differences were found on the importance rating on most of the 9 fractal dimensions of qualities between experts and teachers with teachers giving higher rating while the consistent profile of rating scores were found between experts and teachers. Among all the 9 fractal dimensions, professional belief and professional ethics were regarded as two of the most important qualities while general knowledge was considered as the least important one.3) for the situation rating, teachers self reported relative high scores in the overall qualities, with the highest rating scores for professional ethics and the lowest scores for general knowledge.4) factors such as attitude to special education, inherent need for profession development, chance of training, cultural atmosphere at school and social support were specially regarded as the major ones to affect the teachers'professional qualities in schools for intellectual disability. Meanwhile, gender, teaching years, special teaching years, working area, occupation transformation were found to have effect on the corresponding teachers' professional qualities schools for intellectual disability.Finally, details were discussed in the part of discussion below and corresponding suggestions were posed to improve the teachers' professional qualities schools for intellectual disability.