特殊教育教师的学校支持感、职业使命感与工作满意度的关系

Relationship of perceived school support,career calling and job satisfaction of special education teachers

选取皖北地区的551名特殊教育教师进行问卷调查予以探究特教教师的学校支持感、职业使命感与工作满意度之间的关系。结果发现:特教教师在学校支持感、职业使命感与工作满意度上的自评得分均呈中等偏上水平,但在此3个变量上仍有一定的提升空间;学校支持感、职业使命感与工作满意度之间呈显著正相关;学校支持感能正向预测职业使命感与工作满意度;职业使命感不仅能正向预测特教教师的工作满意度,且在学校支持感与工作满意度之间起部分中介作用。

In order to explore the relationship among perceived school support,career calling and job satisfaction of special education teachers,a sample of 551 special education teachers who come from the North-anhui district were investigated randomly by the questionnaire.The results showed that:The majority of special education teachers’scores of perceived school support,career calling and job satisfaction were in above average level,but on the level of the three variables,the special education teachers still have room to improve;There were significant positive correlation among perceived school support,career calling and job satisfaction;The perceived school support had significantly positive predictive effects on special education teachers’career calling and job satisfaction;The special education teachers’career calling could not only significantly positive predict their job satisfaction,and it also played the partial intermediary role between the perceived school support and job satisfaction.