特殊教育教师道德认同与工作投入的关系:利他行为的中介作用  

The Relationship between Moral Identity and Work Engagement of Special Education Teachers:The Mediating Role of Altruistic Behaviors

作　　者：崔英锦[1] 邰琳 樊香麟 CUI Yingjin;TAI Lin;FAN Xianglin(School of Education Science,Harbin Normal University,Harbin,150025)

机构地区：[1]哈尔滨师范大学教育科学学院,哈尔滨150025

出　　处：《中国特殊教育》2024年第1期82-89,共8页Chinese Journal of Special Education

基　　金：哈尔滨师范大学2023年度学科建设培育项目“特殊教育教师专业发展理论与实践”(项目编号:2023B23001);黑龙江省教育科学“十四五”规划2021年度教研专项课题“送教上门政策的实施现状及对策研究”(项目批准号:JYC1421200)的阶段性研究成果。

摘　　要：教师工作投入是促进教育教学高质量发展的重要前提。为探讨特殊教育教师道德认同、利他行为与工作投入间的关系,对372名特殊教育教师进行问卷调查。结果显示:(1)特殊教育教师道德认同(道德内在化、道德象征化)能够显著预测利他行为与工作投入;(2)利他行为在道德认同(道德内在化、道德象征化)与工作投入间起中介作用。基于研究结果提出,应从开展师德建设活动、完善师德规范准则、建构专业评价体系出发,把握提升工作投入的三重逻辑,为构建高水平特殊教育教师队伍提供充足动力。Teacher's work engagement is an important prerequisite to promote the high quality development of education and teaching.To explore the relationship between moral identity,altruistic behavior and work engagement of special education teachers,a questionnaire survey was conducted among 372 special education teachers.The results showed that(1)moral identity(moral internalization,moral symbolization)of special education teachers can significantly predict altruistic behavior and work engagement;(2)altruistic behavior mediated the relationship between moral identity(moral internalization,moral symbolization)and work engagement.Based on research findings,it is proposed that the triple logic of enhancing work engagement should be grasped from the perspective of carrying out teacher moral construction activities,improving the normative guidelines for teachers'morality,and constructing a professional evaluation system,so as to provide sufficient impetus for building a high-level special education teaching force.

关 键 词：特殊教育教师 道德认同 利他行为 工作投入 

分 类 号：G760[文化科学—特殊教育学]