特殊教育学校教师自我发展压力影响因素研究

Research on the Influence Factors of Teachers' Self Development Pressure in Special Education Schools

以四川省171名特殊教育学校的教师为被试,采用问卷调查法考察四川省特殊教育学校教师自我发展压力状况进行调查和统计分析,揭示影响特殊教育学校教师自我发展压力的关键因素。结果发现:25-34岁年龄的教师感受到的自我发展压力高于35-44岁年龄和25岁以下的教师;担任公共课的教师感受到的自我发展压力显著的高于专业课教师和实践指导课教师;经济状况对教师自我发展压力具有显著的消极影响。

Taking 171 teachers from special education schools in Sichuan Province as subjects, this paper investigated and analyzed the pressure of teachers’self-development in special education schools byquestionnaire and revealed the key factors that affected the pressure of teachers’self-development in special education schools. The results reveal： teachers aged 25-34 years old shoulder more self-developmentpressure than those of 35- 44 years old and under 25 years old; teachers responsible for general coursesendure much more self-development pressure than those in charge of specialized courses and practice guidance courses; the economic status had a significant negative impact on teachers’self-development pressure.