特殊教育学校与普通学校教师职业幸福感比较研究

Comparative Study of Occupational Well-being of Teachers from Special Education Schools and Regular Schools

以川渝地区部分特殊教育学校和普通学校教师为研究对象,采用自编问卷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校教师高,在工作效能感、社会支持感、收益满意感因子上差异显著;教龄为11-20年的普校、特校教师职业幸福感水平相差最大;二级职称的普校、特校教师职业幸福感水平相差最小;性别、最后学历是影响普校、特校教师职业幸福感产生差异的重要因素;相同月收入水平的普、特校教师职业幸福感没有显著性差异。

This article conducted a survey whose research objects are teachers of special education schools and regular schools on the occupational well-being differences and the influence of demography variable by means of questionnaire. Below are what the results show. The general level of teachers＇ occupational well-being is high, while compared with the total score and score of ev- ery factor, the occupational well-being of teachers in regular schools is higher than teachers＇ in special education schools, and the differences are huge especially on those factors： job self-efficacy, sense of social support, and income satisfaction. Occupational well-being＇ s differences become the biggest when the two kinds of school teachers＇ teaching years are between 11 to 20. Occupa- tional well-being＇ s differences become the smallest when they hold the same secondary professional title. Gender and their highest academic credentials are important factors which affect their occupational well-being. However, when their monthly income is the same, there is no difference in occupational well-being.