特殊教育教师工作价值取向及其与工作满意度的关系

On the Work Orientation of Special Education Teachers and Its Relation to Their Job Satisfaction

本研究立足于特殊教育工作的特殊性,探讨了特殊教育教师工作价值取向的结构、类型与分布特征及其与工作满意度之间的关系。数据经探索性和验证性因子分析以及Q型聚类分析,结果表明:工作价值取向包含三因子(职业、事业和天职)理论结构;特殊教育教师的工作取向有四种类型,即职业型、事业型、志业型、超然型,它们在工作价值取向三因子的特征上具有不同模式,特殊教育教师以事业型工作取向居多;志业型工作价值取向的教师工作满意度最高,其次是事业型,职业型的教师满意度最低。回归分析进一步表明工作价值取向的天职因子对工作满意度具有强烈的预测作用。

This study, based on the characteristics of special education, probes into the structure, types and distribution of special education teachers＇ work orientation, and their relation to their job satisfaction. Based on EFA and CFA techniques and Q - cluster analysis, the results show the following： The theoretic construct of work orientation contains three dimensions： job, career, and calling; special education teachers have four types of work orientation： job, career, calling, and detached, each type having different patterns of work orientation, and the careertype accounting for the majority; the calling - type shows the top level of job satisfaction, followed by the careertype, and the job - type. Further regression analysis shows the factors involving work orientation are a strong predictor of work satisfaction.