领悟社会支持对幼儿教师融合教育胜任力的影响:心理授权和职业认同的链式中介作用

The Influence of Perceived Social Support on Kindergarten Teachers'Inclusive Education Competence:the Chain Mediating Role of Psychological Empowerment and Professional Identity

幼儿教师融合教育胜任力对提升学前融合质量至关重要。为深入探讨领悟社会支持对幼儿教师融合教育胜任力的影响以及心理授权和职业认同的中介作用,随机抽取464名融合教育教师作为研究对象进行问卷调查。结果表明:领悟社会支持可显著正向预测幼儿教师融合教育胜任力;心理授权和职业认同在领悟社会支持和融合教育胜任力间存在链式中介效应。建议幼儿教师提升自身感悟能力、增强职业使命感和认同感、加深角色认知以增强自主性行为。

The inclusive education competence of teachers is very important to improve the quality of preschool inclusive education.In order to explore the effects of perceived social support on kindergarten teachers'inclusive education competence and the mediating role of psychological empowerment and professional identity,464 kindergarten teachers who participated in inclusive education were surveyed by questionnaires.The results indicated that perceived social support significantly and positively predicts kindergarten teacher'inclusive education competence.Psychological empowerment and professional identity played a chain mediating role between perceived social support and inclusive education competence.Based on the research findings,three recommendations are proposed:kindergarten teachers should improve their perceptual ability,enhance their sense of professional mission and identity,and deepen their role awareness to enhance autonomous behaviors.