组织支持感对幼儿园教师融合教育胜任力的影响:工作特征的调节作用

The Impact of Perceived Organizational Support on Kindergarten Teachers’Inclusive Education Competence:The Moderating Role of Job Characteristics

为探讨工作特征在组织支持感对幼儿园教师融合教育胜任力影响的调节作用,采用组织支持感问卷、工作特征问卷和幼儿园教师融合教育胜任力问卷对421名参与融合教育的幼儿园教师实施调查。结果显示:幼儿园教师组织支持感、工作特征和融合教育胜任力两两之间显著正相关;组织支持感显著正向预测幼儿园教师融合教育胜任力;在控制教龄和年龄情况下,工作特征在组织支持感与幼儿园教师融合教育胜任力之间存在调节作用。在工作特征得分较低的小组,组织支持感显著正向预测融合教育胜任力;在工作特征得分高的小组,组织支持感对融合教育胜任力的预测作用不显著。为提高教师融合教育胜任力,建议幼儿园从领导力、支持力和健全机制三方面加强统筹管理,行政部门在教师绩效和幼儿园质量评价中加快融合教育评价指标体系建设。

In order to explore the moderating effect of job characteristics on perceived organizational support and kindergarten teachers’inclusive education competence,421 kindergarten teachers who participate in inclusive education are surveyed by questionnaire of perceived organizational support,questionnaire of job characteristics and questionnaire of kindergarten teachers’inclusive education competence.The results indicate that:there is a significant positive correlation between kindergarten teachers’perceived organizational support,job characteristics and inclusive education competence;perceived organizational support significantly positively predicts kindergarten teachers’inclusive education competence;in the case of controlling teaching age and age,job characteristics have a moderating effect on perceived organizational support and kindergarten teachers’inclusive education competence.In the group with low job characteristics,perceived organizational support positively predicts inclusive education competence;in the group with high job characteristics,perceived organizational support has no significant predictive effect on inclusive education competence.In order to improve teachers’competence in inclusive education,it is suggested that kindergartens strengthen overall management from the three aspects of leadership,support and sound mechanism,and that administrative departments speed up the construction of inclusive education evaluation index system in the evaluation of teacher performance and kindergarten quality.