特殊教育学校班主任工作责任心与成就动机和组织承诺的关系

Correlation of Class Teachers’ Work Responsibility to Achievement Motivation and Organizational Commitment in Special Education Schools

对342名特殊教育学校的班主任进行问卷调查，探讨其工作责任心与成就动机和组织承诺的关系。结果发现：（1）在班风建设上，女班主任得分显著高于男班主任；在工作责任心5个维度上，骨干班主任得分高于普通班主任，尤其在班风建设上两者之间的差异显著；（2）在家校合作、班级队伍建设、班风建设和班级活动开展上，拥有15年教龄以上的班主任得分高于其他教龄段的班主任；（3）特殊教育学校班主任工作责任心在5个维度上与规范承诺、情感承诺呈显著正相关，班级队伍建设与持续承诺呈显著正相关；（4）特殊教育学校班主任工作责任心在5个维度上与成就动机呈显著正相关，班风建设、与任课教师合作和避免失败呈显著正相关；（5）特殊教育学校班主任中的成就动机在工作责任心和组织承诺之间起部分中介作用。

A questionnaire survey was conducted on 342 special education school class teacher to discuss the relationship among their work responsibility and achievement motivation, organizational commitment. The survey has the following findings. First, in the class construction, female teacher scored significantly higher than the male teacher; in five dimensions of work responsibility, the score of the core teacher was higher than that of the ordinary teacher, and the major difference between the core teacher and the ordinary teacher is in the class construction. Second, in home-school cooperation, class team construction, class construction and class activities, teachers with more than 15 years＇ ex- perience scored higher than other teachers~ Third, five dimensions of special education school class teacher＇s work responsibility were positively related to normative commitment and affective commit- ment, while class team construction was positively related to continual commitment five dimensions of work responsibility were positively related to the pursuit of success, while class construction and teachers＇ cooperation were positively related to avoid failure. Fourth, the achievement motivation of the class teacher in special education school was partly mediated by work responsibility and the organizational commitment.