||The purpose of this study is to understand the current disciplinary beliefs of teachers in centralized special education classes in the Kaohsiung city’s elementary schools, and to analyze the differences of teachers’ disciplinary beliefs between different background. Also to survey the teachers’ understanding and suggestions toward the Positive Discipline policy.|
The research method is questionnaire survey. Using self-made questionnaire “ Teachers’ disciplinary beliefs in centralized special education classes” as research tool. All teachers in centralized special education classes in Kaohsiung city were the objects of this study. The total number was 162, and 155 questionnaires were returned, among them, 152 portions were valid.
Descriptive statistics, t-test and one-way ANOVA were used to analyze the data gathered from questionnaires. The results of this study were as followed:
1. The disciplinary beliefs of teachers in centralized special education classes in the Kaohsiung city’s elementary schools were above average, i.e. positive.
2. Disciplinary beliefs of the teachers did not have differences between different gender, school scale, and at which time to be a teacher.
3. There were significant differences existed among the age, teaching years, being a substitute teacher or a regular teacher, the number of students, position in school, and whether there was a special education group leader or not.
4. More than 50% of the teachers acknowledged that the positive discipline policy affecting their disciplinary beliefs.
5. Teachers in centralized special education classes thought that to decrease the number of students can help to promote positive discipline.
Finally, depending on the conclusions, made suggestions to people concerned.