摘要
为探讨特殊教育教师工作资源和工作投入的现状以及工作资源对其工作投入的预测作用,以326名特教教师为被试,采用工作资源量表、Utrecht工作投入量表对其进行问卷调查。研究结果显示:特教教师工作投入的总体状况良好,三个维度中奉献得分最高,专注次之,活力最低;工作投入的水平在教龄上存在显著差异,教龄在7至25年的特教教师的工作投入水平显著高于1至3年和4至6年教龄的特教教师;工作投入在所教班级类型上存在显著差异,教育智力落后学生的特教教师比教育盲生的特教教师工作投入水平高,教育各种障碍类型学生混合班的特教教师比教育盲、聋生的特教教师的工作投入水平高;工作控制感和工作独立性对活力和专注具有显著的影响作用,工作控制感对奉献具有显著的影响。
In this study,in order to determine the level of work resources and the work engagement among special education teachers,and investigate which work resources are positively correlated with their work engagement,a representative sample of 326 special education teachers is drawn at random.Their level of work engagement is assessed using the Utrecht Work Engagement Scale（UWES）,and their work resources are assessed using the Questionnaire of Job resources（QJR）.The results of the study are：1）the general level of work engagement among special education teachers is good,with dedication scoring the highest,absorption following it,and vigor the lowest;2）the level of work engagement has significant differences in age of teaching.The level of work engagement among teachers who have worked between 7 and 25 years is higher than that among those who have shorter age of teaching;3）The level of work engagement has significant differences in the type of students.Teachers whose students are mentally-retarded have a higher level of work engagement than those who teach blind students,and teachers who teach mixed classes（students with different handicaps）have a higher level of work engagement than those who teach deaf-mute students or blind students.4）The sense of job control and job autonomy have a remarkable influence on vigor and absorption,and the sense of job control shows most predictive values on dedication.
出处
《中国特殊教育》
CSSCI
北大核心
2010年第1期48-54,共7页
Chinese Journal of Special Education
关键词
特殊教育教师
工作资源
工作投入
special education teacher work resoures work engagement
