特殊教育教师职业认同的影响因素探究——以广东省为例

On Factors Influencing the Professional Identity of Special Education Teachers——Taking Guangdong Province as an Example

为考察特殊教育教师职业认同的影响因素,选取广东省内从事特殊教育的306名教师为调查对象,采用《特殊教育教师职业压力问卷》《特殊教育教师学校支持问卷》和《特殊教育教师职业认同问卷》对其实施调查。结果表明:特殊教育教师的职业认同在总体水平及各个维度上的得分都比较高;职业认同水平在是否担任领导、是否已婚、教师学历、从教年限和专业职称等方面存在显著差异;职业压力和学校支持均能显著预测特殊教育教师的职业认同,其中学校支持有最大解释力。基于对研究结果的深入分析,提出提升特殊教育教师职业认同水平的建议:学校要尽量减少压力源、提升学校支持的实效性、加强对特殊教育研究生的教育。

In order to investigate the influencing factors of special education teachers’professional identity,306 teachers engaged in special education in Guangdong Province were selected as the subjects of investigation,and the special education teachers’professional stress questionnaire,special education teachers’school support questionnaire and special education teachers’professional identity questionnaire were used to investigate them.The results show that the professional identity of special education teachers has a relatively high score on the overall level and all dimensions.There are significant differences in the level of professional identity in terms of leadership,marriage,teacher education,teaching years and professional titles.Both occupational stress and school support can significantly predict the professional identity of special education teachers,and school support has the greatest explanatory power.On the basis of the in-depth analysis of the research results,suggestions are put forward to improve the professional identity level of special education teachers:schools should try to reduce the stress source,improve the effectiveness of school support,and enhance the education of special education postgraduates.