组织支持感与特殊教育教师教学正念的关系:有调节的中介作用  

The Relationship between Perceived Organizational Support and Special Education Teachers'Teaching Mindfulness:A Moderated Mediating Effect

作　　者：苏蒙 张玉红 田惠东 魏轶昕 李书亭 祖木来提古丽·吾斯曼 SU Meng;ZHANG Yuhong;TIAN Huidong;WEI Yixin;LI SHuting;Usman(School of Educational Sciences,Xinjiang Normal University,Urumqi,830017;Xinjiang Teacher Education Research Center,Urumqi,830017;Turpan Hongliuhe Garden,Turpan,838000)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017 [2]新疆教师教育研究中心,乌鲁木齐830017 [3]吐鲁番市红柳河园艺场,吐鲁番838000

出　　处：《中国特殊教育》2024年第2期74-81,89,共9页Chinese Journal of Special Education

基　　金：2019年教育部人文社会科学研究规划基金项目“原型理论视野下智力障碍儿童亲社会行为研究”(项目批准号:19YJA880086);2019年自治区社科基金项目“精准扶贫背景下南疆残疾儿童随班就读支持保障体系建设研究”(项目批准号:19BJY114);2020年新疆师范大学博士科研启动基金项目“新疆特殊儿童融合教育支持服务研究”(项目批准号:XINUBS202008);2023年新疆师范大学科研创新项目“亲社会课堂模型下智力障碍儿童社会情感能力的培育路径研究”(项目批准号:XJ107622311)阶段性成果。

摘　　要：为探讨组织支持感与特殊教育教师教学正念之间的关系,并考察相对剥夺感的中介作用及教龄的调节作用,采用问卷法对373名特殊教育教师进行调查,结果显示:(1)组织支持感显著正向预测特殊教育教师的教学正念;(2)相对剥夺感在组织支持感与特殊教育教师的教学正念间起部分中介作用;(3)教龄在特殊教育教师组织支持感与相对剥夺感中起调节作用,且组织支持感对相对剥夺感的负向预测作用只在教龄较短的特殊教育教师群体中显著。据此,组织应从加强工具性支持、强化情感性支持、助推个性化支持三方面入手,以期提升特殊教育教师的教学质量。In order to explore the relationship between perceived organizational support and special education teachers'teaching mindfulness,as well as examine the mediating role of relative deprivation and the moderating effect of teaching age,a total of 373 special education teachers were investigated by questionnaire.The results showed that:(1)Perceived organization support significantly and positively predicted the teaching mindfulness of special education teachers;(2)relative deprivation played a partially mediating role between organizational support and teaching mindfulness;(3)teaching age moderated special education teachers'perceived organizational support and relative deprivation,and organizational support negatively predicted relative deprivation only in the group of special education teachers with shorter teaching age.Therefore,organizations should start from strengthening instrumental support,reinforcing emotional support,and boosting personalized support,with a view to improving the teaching quality of special education teachers.

关 键 词：特殊教育教师 教学正念 组织支持感 相对剥夺感 教龄 

分 类 号：G451[文化科学—教育学]