特殊教育教师职业认同的影响因素研究  

On the Factors Affecting Professional Identity of Special Education Teachers

作　　者：王姣艳[1] 王辉[1] 

机构地区：[1]南京特殊教育职业技术学院,南京210038

出　　处：《中国特殊教育》2013年第1期52-57,共6页Chinese Journal of Special Education

基　　金：国家教育部人文社会科学研究一般项目"多维视野下中国特殊教育教师的职业素质研究"(项目批准号:11YJA880100)的资助;江苏省"青蓝工程"青年骨干教师培养计划的培养成果

摘　　要：目的:探讨教学效能感、社会支持、人格特征等因素对特殊教育教师职业认同影响作用。方法:对13所特殊教育学校和机构的315名教师进行问卷调查,根据结果分析其职业认同与各因素的关系。结果:特殊教育教师职业认同与教学效能感、社会支持、人格具有显著相关关系,其发展水平可以用三个因素进行预测;对它们之间关系的假设模型拟合指数较好。结论:教学效能感、社会支持、人格对特殊教育教师职业认同的形成和发展具有重要影响,可以从这三个方面采取措施促进他们的职业认同发展。This study aims to explore the effect of such factors as teaching efficacy, social support, and per- sonality on special education teachers＇ professional identity, by using questionnaires to survey 315 teachers in 13 special education schools （agencies）. The results show the following： special education teachers＇ professional identity has a significant correlation with their teaching efficacy, the social support of them, and their personality, and can be predicted by means of three factors; the hypothetical model of the relationship between them is a good fit index. The study concludes that special education teachers＇ teaching efficacy, the social support of them, and their personality have an important effect on the development of their professional identity.

关 键 词：职业认同 教学效能感 社会支持 人格 特殊教育 

分 类 号：G760[文化科学—特殊教育学]