特殊教育教师职业认同与工作满意度的调查研究

An Investigation into Special Education Teachers' Career Identity and Job Satisfaction

以江苏省8所特殊教育学校和6所普通学校的教师为被试,采用问卷调查法,考查特殊教育教师的职业认同和工作满意度状况。研究发现,特殊教育教师的职业认同处于中等偏上水平,但与普通学校教师的职业认同存在较大差异;特教专业出身的教师的职业认同显著高于普教专业出身的教师;特殊教育教师的职业价值观得分随着从事特殊教育年限的增长呈递减趋势;特殊教育教师的工作满意度处于中等偏上水平,显著高于普通学校的教师;男教师的工作满意度显著高于女教师;特教专业出身的教师对工作本身的满意度显著高于普教专业出身的教师;特殊教育教师的职业认同能够在一定程度上影响工作满意度,两者呈正向关系。

This paper, by using questionnaires to survey special education teachers from 8 special education schools and 6 ordinary schools in Jiangsu Province, aims to explore the career identity and job satisfaction among special education teachers. The results show the following： the special education teachers show an upper-medium level of career identity, but there is a relatively great difference between their career identity and ordinary school teachers＇ ; the special education teachers who majored in special education show a significantly higher level of career identity than those who majored in ordinary education; as they gain more teaching experience, the special education teachers score lower in their occupational values; the special education teahcers working in special edu- cation schools show an upper-medium level of job satisfaction, indicating a significantly higher level of job satisfaction than their counterparts in ordinary schools; the male special education teachers show a significantly higher level of job satisfaction than the female special education teachers; the special education teachers who majored in special education show a significantly higher level of job satisfaction than those who majored in ordinary educa- tion; the career identity of the special education teachers, to some extent, has an effect on their job satisfaction, namely, the former has a positive correlation with the latter.