特殊教育从业教师职业使命感与职业幸福感的关系:职业倦怠的中介作用

The Relationship Between Vocation Sense and Occupational Happiness of Teachers in Special Education:The Mediating Role of Job Burnout

为探讨从事特殊教育工作的教师职业使命感与职业幸福感的关系,对315名特殊教育从业教师进行问卷调查,并对结果进行统计分析。研究结果发现:特殊教育从业教师具有较高职业使命感和职业幸福感,较低职业倦怠;职业使命感与职业幸福感显著正相关,而职业倦怠与职业使命感和职业幸福感之间则显著负相关;职业倦怠在职业使命感对职业幸福感的影响中起部分中介作用。基于此,加强特殊教育从业教师的使命感教育,可以帮助缓解职业倦怠,进一步提升其职业幸福感。

To explore the relationship between vocation sense and occupational happiness of teachers engaged in special education,this study conducts a questionnaire survey among 315 teachers engaged in special education and performs statistical analysis of the results.The results show that:teachers engaged in special education had a higher sense of vocation sense and occupational happiness,and lower job burnout;there is a significant positive correlation between vocation sense and occupational happiness,while job burnout has a significant negative correlation between vocation sense and occupational happiness;vocation sense can positively affect occupational happiness;job burnout plays a partially mediating role in the influence of vocation sense on occupational happiness.Based on this,strengthening the education of special education teachers’sense of mission can help relieve job burnout and further improve their occupational happiness.