摘要
本研究立足于特殊教育工作的特殊性,采用魏淑华编制的《教师职业认同量表》和张轶文、甘怡群修订后的《Utrecht工作投入量表》,测查了253名特殊教育教师的职业认同和工作投入状况,并探讨了特殊教育教师的职业认同与工作投入之间的关系。结果表明,特殊教育教师的职业认同和工作投入水平得分较高。特殊教育教师的职业认同总分,职业行为倾向以及职业价值观两个维度得分存在显著的年龄差异,其中51岁及以上年龄组得分在职业认同总分和职业价值观以及职业行为倾向维度上显著小于其他组。特殊教育教师工作投入总分以及活力、奉献和专注三个维度得分,均存在教龄和学历上的显著性差异。在教龄维度上,16～20年教龄组工作投入的得分显著高于5年以及以下教龄组及21～25年教龄组;在学历维度上,中师(职高)及以下学历组得分显著高于本科及研究生及其以上学历组。特殊教育教师的职业认同与工作投入呈显著正相关,特殊教育教师的职业认同能显著预测工作投入。
This study,based on the particularity of special education,as well as a survey of 253 special education teachers with the Professional Identity Scale for Teachers,developed by Wei Shuhua,and the Utrecht Work Engagement Scale,revised by Zhang Yiwen and Gan Yiqun,aims to probe into the relationship between special education teachers＇ professional identity and work engagement. The results show the following： On the whole,the special education teachers scored high in their professional identity and work engagement; there was a significant age difference between their professional identity and their professional behavior tendency or professional values,with those at or above 51 scoring significantly lower than those from the other groups in professional identity,professional values and professional behavior tendency;there were significant age and educational background differences in their work engagement,and such indicators as vitality,dedication and attention; those who had worked for 16-20 years scored significantly higher in their working income than those who had worked for 5 or less years and those who had worked for 21-25 years; and those who had graduated from secondary teacher-training schools or vocational high schools scored significantly higher than those with higher academic degrees. The study concludes that special education teachers＇ professional identity is significantly and positively correlated with their working income,and that their professional identity can be used to significantly predict their work engagement.
作者
李岩
LI Yan(Yantai Special Education School,Yantai,264001)
出处
《中国特殊教育》
CSSCI
北大核心
2018年第8期11-17,共7页
Chinese Journal of Special Education
关键词
特殊教育教师
职业认同
工作投入
special education teacher
professional identity
work engagement
