特殊教育教师工作家庭冲突与职业认知的关系研究  

The Relationship Research Between Special Education Teachers'Work-Family Conflict and Occupational Cognition

作　　者：杨小玲 贾金玲 李欣 YANG Xiaoling;JIA Jingling;LI Xin(The Party School of Qingzhen of C.P.C,Qingzhen Guizhou,551400,China;College of Special Education,Anshun University,Anshun Guizhou,561000,China;Hengshan County Special Education School,Hengshan Hunan,421300,China)

机构地区：[1]中共清镇市委党校,贵州清镇551400 [2]安顺学院特殊教育学院,贵州安顺561002 [3]衡山县特殊教育学校,湖南衡山421300

出　　处：《四川职业技术学院学报》2024年第4期76-83,共8页Journal of Sichuan Vocational and Technical College

摘　　要：为了改善特殊教育教师工作家庭冲突与职业认知之间的关系,提升工作自主性和意义感,高质量发展特殊教育,以《中小学教师工作-家庭冲突问卷》和《心理授权量表》为研究工具,调查研究从24所特殊教育学校中随机抽样211名特殊教育教师的工作家庭冲突与职业认知。结果显示,工作家庭冲突与职业认知相关系数绝对值在0.163-0.343之间,职业认知是工作家庭冲突的显著预测变量。以此提出增强自我效能感,提高职业认知力;助力专业成长,提高工作自主性;构建社会支持,赋能积极心理资源的建议。Current research is aimed to improve the relationship between teachers'work-family conflict and professional cognition of special education teachers,enhance work autonomy and sense of meaning,and develop special education with high quality.211 teachers from 24 special education schools,were investigated on work family conflict and occupational cognition by using the tools of Primary and Middle School teachers'Work Family Conflict Questionnaire and Psychological Empowerment Scale.The results show that the absolute value of the correlation coefficient between work-family conflict and occupational cognition is between 0.163-0.343.Occupational cognition is a significant predictor of work-family conflict.Based on this,suggestions are put forward to,such as enhance self-efficacy,improve professional cognition;help professional growth,improve work autonomy;build social support,enable positive psychological resources.

关 键 词：特殊教育教师 工作家庭冲突 职业认知 

分 类 号：B8443[哲学宗教—发展与教育心理学] G443[哲学宗教—心理学]