职业认同与特殊教育教师离职倾向、工作满意度的关系研究  

The Relationship Between Special Education Teachers' Professional Identity,Turnover Intention and Job Satisfaction

作　　者：陈立[1] 杨鹃[2] 

机构地区：[1]四川文理学院教师教育学院,达州635000 [2]乐山师范学院特殊教育学院,乐山614000

出　　处：《中国特殊教育》2017年第2期25-30,共6页Chinese Journal of Special Education

基　　金：四川省特殊教育发展研究中心2015年课题"四川省特殊教育教师职业认同及其相关研究"(项目批准号:SCTJ-2015-D04);四川省教师教育研究中心2015年课题"高师院校特教大学生专业认同的相关研究"(项目批准号:TER2015-021)

摘　　要：采用教师职业认同量表、工作满意度量表和离职倾向量表对川渝地区286名特教教师进行调查,结果发现特教教师的职业认同与离职倾向呈显著负相关,工作满意度和离职倾向呈显著负相关;职业认同感高的特教教师离职倾向显著低于职业认同感低的特教教师;特教教师的工作满意度在职业认同与调校倾向中起完全中介作用,在职业认同与换职倾向中起部分中介作用。This study, by testing 286 special school teachers from Sichuan Province and Chongqing City with the Teachers＇ Professional Identity Scale, the Teachers＇ Job Satisfaction Scale and the Teachers＇ Turnover Intention Scale, aims to explore the relationship between special education teachers＇ professional identity and turnover intention, as well as the mediating effect of their job satisfaction. The results show the following： The special education teachers＇ professional identity and job satisfaction were significantly negatively correlated with their turnover intention; those with a higher degree of professional identity showed a lower degree of turnover intention; the special education teachers＇ job satisfaction completely mediated between their professional identity and their intention of being transferred to another school, and partially mediated between their professional identity and their turnover intention.

关 键 词：职业认同 离职倾向 工作满意度 特殊教育教师 

分 类 号：G760[文化科学—特殊教育学]