组织支持对普通学校教师融合教育态度的影响——教师融合教育自我效能感的中介作用和政策知识的调节作用

The Effect of Organizational Support on Regular School Teachers’ Attitudes toward Inclusive Education: The Mediating Role of Efficacyand the Moderating Role of Inclusive Education Policy Knowledge

推进融合教育,“确保每一个儿童享有公平优质教育”是中国教育现代化的必然选择。普通学校教师作为融合教育的一线实践者,他们的态度直接关系着普通学校融合教育的实现。本研究基于资源保存理论,探索普通学校情境下组织支持对教师融合教育态度的影响,并从中介和调节效应两方面来探讨其作用机制和边界条件。结果显示:(1)组织支持对教师融合教育态度有正向影响作用;(2)教师融合教育自我效能感在组织支持对其态度的影响中起到了中介作用;(3)政策知识调节了组织支持与教师融合教育态度之间的关系。为了提升教师的融合教育态度,迫切需要从外部到教师自身多个层面协同作用,可以通过政策知识的适度强化、教师主体责任意识的唤醒以及自我效能感的提升等措施,让学生的差异真正被看见,让教师真正享受教育的过程。

Promoting inclusive education which ensures that every child enjoys fair and high⁃quality education is an in⁃evitable choice for China’s educational modernization.Teachers in regular schools are front⁃line practitioners of in⁃clusive education,as a result,their attitudes is directly related to the realization of inclusive education.Based on the conservation of resources theory,this study explored the influence of organizational support on teachers’attitudes to⁃wards inclusive education in the context of regular schools,and explored its mechanism and boundary conditions from the aspects of mediating and moderating effects.The results show that:(1)organizational support has a positive effect on teachers’attitudes towards inclusive education;(2)teachers’self⁃efficacy of inclusive education mediated between organizational support and teachers’attitudes;(3)policy knowledge moderated the relationship between or⁃ganizational support and teachers’attitudes towards inclusive education.In order to improve teachers’attitudes to⁃wards inclusive education,it is urgent to work together at multiple levels from the outside to the teachers themselves.Measures like appropriately strengthening policy knowledge,awakening teachers’consciousness of main responsibility and enhancing teachers’self⁃efficacy of inclusive education can be taken to make students’differences truly visible and teachers enjoy the process of education.