川渝地区特殊学校与普通学校教师职业幸福感比较研究

A Comparative Study of Occupational Well-being of the Teachers Between Special Education Schools and Regular Schools

以重庆、四川部分特殊教育学校和普通学校教师为研究对象,采用问卷调查法考察特殊教育学校教师与普通学校教师职业幸福感的差异状况及人口学变量上的特点。结果发现:教师职业幸福感总体上处于较高水平,普校教师的职业幸福感总分及各因子得分比特殊教育学校教师高;但仅在工作效能感、社会支持感、收益满意感因子上差异显著;教龄11-20年是普通、特校教师职业幸福感水平相差最大的阶段;二级职称时普通、特校教师职业幸福感水平相差最小;教师性别、所承担的教学科目、学校级别和最高学历是影响普、特校教师职业幸福感差异的重要因素;月收入对普、特校教师职业幸福感没有显著性影响。

This article conducted a questionnaire survey among teachers from special education schools and regular schools on the occupational well-being differences and the features of it when demography varies.The results show：Teachers enjoy relative high level of occupational well-being and the occupational well-being of teachers in regular schools is higher than those in special education schools;Teaching age between11-20 years is the period when their occupational well-being is of distinct difference;When teachers acquired their secondary professional title,their occupational well-being is of relatively small difference;Gender,the subject the teacher undertook,school level and their highest academic credentials are important factors which affected the horizontal differentiation on teacher＇s occupational well-being between special education schools and regular schools;Income does not have a great influence on the horizontal differentiation on teacher＇s occupational well-being between special education schools and regular schools.