Relationship between Teacher Mental Health that Involved in Special Needs Education and Expertise

本研究旨在探讨特殊教育教师的心理健康状况。在GHQ-28上获得6分及以上的教师人数为235人（56.0%），这意味着每两名教师中就有一名可能有心理健康问题。专业知识水平低的群体更容易陷入个人成就感的回归。教学年限与职业倦怠之间不存在相关关系。在不考虑教学经验的情况下，提升专业知识水平可以防止教师个人成就感的退化，并可以改善教师的职业倦怠。一致感是应对压力的有效方法，自我效能感有助于提高心理健康水平。

This study aimed to explore the actual conditions of mental health of teachers who are in charge of special needs education. The number of teachers who gained 6 and over on GHQ-28 was 235(56.0%), which means that one out of two teachers may have mental health problems. The group with low expertise tends to fall into regression of personal accomplishment sense. There is no relationship between years of teaching experience and burnout. Without regarding to teaching experience, it is suggested that elevating the expertise could prevent teachers falling into regression of personal accomplishment sense and could refine burnout. Sense of Coherence (SOC) is an effective method for coping with stress and that self-efficacy is beneficial for improving mental health.