本研究旨在瞭解國中班級導師在融合教育下所知覺的工作壓力與專業需求現況，並分析其工作壓力與專業需求因不同背景變項的差異情形，以及二者間的關聯。本研究以台北縣98學年度縣立國民中學及縣立高中之國中部為範圍，研究對象為普通班級中的融合班導師，該融合班級中包含有實際在資源班接受特殊教育服務的身心障礙學生。本研究採問卷調查法，共發出681份問卷，回收有效問卷605份。問卷調查所得的資料以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關及迴歸分析等統計方法處理。 本研究主要發現如下： 一、國民中學教師在融合教育下之工作壓力為中度。 二、國民中學教師在融合教育下之工作壓力不因「性別」、「年齡」、「婚姻背景」、「養育子女數」、「特教背景」、「服務年資」、「學校規模」等背景變項而差異。 三、國民中學教師在融合教育下之「特教經驗」影響其工作壓力。 四、國民中學教師在融合教育下之專業需求屬中高等級。 五、國民中學教師在融合教育下之專業需求不因背景變項而差異。 六、國民中學教師在融合教育下之整體工作壓力，與整體專業需求呈中度正相關；由國民中學教師之工作壓力可以相當程度的預測其專業需求。 This study aimed to not only explore junior high school teachers’ work pressure and their professional needs for inclusive education but analyze the variations and relationship of work pressure and professional needs. A questionnaire survey was administered using the homeroom teachers of inclusive classes as subjects. Data were collected from 681 teachers of Junior high school in Taipei County and were analyzed with the methods of descriptive statistics, percentage, mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and regression analysis. The main findings of this study were as follows: 1.The work pressure of junior high school teachers for inclusive education was intermediate. 2.There was no significant difference in the work pressure of junior high school teachers for inclusive education by genders, ages, marital status, number of their children, special education background, seniority, and school sizes. 3.The “special education background” of junior high school teachers for inclusive education had an impact on their work pressure. 4.The professional needs of junior high school teachers for inclusive education were at high-intermediate level. 5.The professional needs of junior high school teachers for inclusive education did not vary in their background variables. 6.The work pressure of junior high school teachers for inclusive education was intermediately positive correlated with their professional needs;the power of prediction was considerably significant.
