國民小學多元文化族群學生學習困境脈絡下教師韌性與幸福感之研究

This study explores the causes of learning difficulties in and coping strategies of students from multicultural ethnic groups at national primary schools, as well as the current situation of and relationship between teachers' resilience and well-being in this context. Thirteen teachers from six...

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Published inShizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 18; no. 1; pp. 001 - 034
Main Author 張志瑋(Chih-Wei Chang)
Format Journal Article
LanguageChinese
Published 台灣 彰化師範大學 01.04.2025
國立彰化師範大學
Subjects
Multicultural Students
Teacher Resilience
Teacher Well-being
多元文化族群學生
教師幸福感
教師韌性
多元文化族群學生
Teacher Resilience
教師幸福感
教師韌性
Multicultural Students
Teacher Well-being
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ISSN2071-3649
DOI10.53106/207136492025041801001

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Summary:This study explores the causes of learning difficulties in and coping strategies of students from multicultural ethnic groups at national primary schools, as well as the current situation of and relationship between teachers' resilience and well-being in this context. Thirteen teachers from six schools in New Taipei City and Taoyuan City were selected. The results showed that 1. in the context of learning difficulties faced by students from multicultural ethnic backgrounds, teachers' resilience includes positive emotion management, strong interpersonal relationships, situational and resource support, professional growth, job satisfaction, and effective parent-teacher communication; 2. strategies for enhancing teachers' well-being include leveraging successful experiences, fostering teamwork and support, strengthening professional identity and development, cultivating positive traits and a sense of mission, and engaging in continuous self-reflection and growth; and 3. improving teachers' resilience can enhance
ISSN:2071-3649
DOI:10.53106/207136492025041801001