中国基础教育博硕士论文库

节点文献

中小学特殊教育教师成就动机与自主性发展、职业效能感的关系研究

【作者】 作灵芝

【导师】 冯维;

【作者基本信息】 西南大学, 特殊教育学, 2017, 硕士

【摘要】 中小学特殊教育教师的发展一直是特殊教育界关注的重要问题。长期以来,我国对中小学特殊教育教师发展的研究,主要集中于探讨其专业化发展的内涵、专业化标准、专业化发展现状以及专业化发展的对策等方面,对中小学特殊教育教师发展的内部动力的研究还很欠缺。我们认为,中小学特殊教育教师要不断适应现代特殊教育的要求与挑战,必须充分发挥自己主动性和能动性,这就需要他们的成就动机。成就动机是个人对自己认为重要或有价值的工作,努力去做,并力求达到某种理想境界的一种内在的推动力量,是人们在完成任务的过程中,力求获得成功的内部动因。中小学特殊教育教师的成就动机是激发他们自主寻求发展的内在动力,影响着他们自主性发展的主动性和积极性,以及他们的职业效能感。我国虽然对教师的成就动机、自主性发展及职业效能感都分别有一些研究,但这些研究主要的对象是高校教师和普通中小学教师,许多研究是描述性和经验性的,缺乏对三者之间关系机制的探讨,缺乏比较深入的实证研究。国内尚未有人对中小学特殊教育教师成就动机进行研究,并探讨与自主性发展、职业效能感的关系问题。本研究通过探讨中小学特殊教育教师成就动机、自主性发展和职业效能感的关系以及它们的现状、特点和问题,在此基础上提出相应的教育对策。弥补了国内在这方面研究的不足。本研究能够为有关部门采取相应对策提高中小学特殊教育教师的发展水平提供实证依据,促进中小学特殊教育教师的发展。本研究结果发现:(1)自编的《中小学特殊教育教师职业效能感问卷》具有良好的信效度,符合教育测量学的要求,可以作为本研究的测量工具。(2)中小学特殊教育教师的成就动机项目总均分为3.20,说明他们的成就动机处于中等水平;中小学特殊教育教师自主性发展项目总均分为3.97,说明他们的自主性发展处于中等水平;中小学特殊教育教师的职业效能感项目总均分为4.18,说明他们的职业效能感处于中等偏上水平。(3)对中小学特殊教育教师成就动机有显著影响的变量中,处于30-40岁年龄段的教师成就动机水平最高;大专学历的教师追求成功得分高于本科和研究生学历的教师,研究生学历的教师回避失败得分最高;中教职称和未评级的教师成就动机得分高于其它职称的教师;15年以上教龄的教师追求成功得分高于其它教龄的教师,3年以下教龄的教师回避失败得分高于其它教龄段教师得分;盲聋校教师追求成功得分高于培智学校和聋校教师得分,培智学校教师成就动机总分得分高于其它学校得分;福建地区的教师在成就动机的两个维度及总分得分上高于其它地区教师的得分。(4)对中小学特殊教育教师自主性发展有显著影响的变量中,年龄为50岁以上教师得分高于其他年龄段的教师;大专学历的教师主动性得分高于其他学历的分教师,研究生及以上学历的教师自主性发展总分高于其他学历教师;小学高级职称的教师得分高于其他职称教师的得分;骨干教师得分高于其他职务教师的得分;15年以上教龄的教师得分高于其他教龄教师的得分。(5)对中小学特殊教育教师职业效能感有显著影响的变量中,年龄为50岁以上教师得分高于其他年龄段教师的得分;研究生及以上教师得分高于其他学历教师得分;中学高级职称的教师得分高于其他职称教师的得分;领导干部在职业能力效能感、职业机智效能感和职业效能感总分上得分高于其他职务教师的得分,骨干教师在职业任务效能感和人际关系效能感得分上高于其他职务教师的得分;15年以上教龄教师的分高于其他年龄段教师得分;福建地区教师职业能力效能感得分高于其他地区教师得分。(6)中小学特殊教育教师自主性发展的四个维度及总分与追求成功和成就动机总分呈显著正相关,与回避失败呈负相关,与职业效能感四个维度及总分显著正相关,中小学特殊教育教师职业效能感与追求成功和成就动机总分呈显著正相关,与回避失败成显著负相关。中小学特殊教育教师职业效能感在成就动机和自主性发展之间起部分中介作用。(7)根据本研究,提出了加强中小学特殊教育教师成就动机的激励,促进中小学特殊教育教师的自主性发展,提高中小学特殊教育教师的职业效能感的教育对策。

【Abstract】 Primary and Secondary special education teacher development has been an important issue in the special education sector is concerned. For a long time, the research on the development of special education teachers in primary and secondary schools, mainly in the Meaning of their professional development, professional standards, professional development and status of professional development strategies and other aspects of primary and secondary special education teacher development study the internal dynamics is still lacking. We believe that the primary and secondary special education teachers to constantly adapt to the requirements and challenges of modern special education, we must give full play to their own initiative and initiative, which requires their achievement motivation. Achievement motivation is individual they think is important or valuable work, and strive to do, and strive to achieve an internal driving force for some ideal state is that people in the process to complete the task, and strive to obtain a successful internal motivation. Primary and Secondary Special Education Teachers achievement motivation is to inspire them to seek independent development of intrinsic motivation, initiative and enthusiasm affect their development of autonomy, as well as their professional efficacy.While,there are some studies about teachers of achievement motivation, self-development and professional efficacy, but these studies are the main object of college teachers and ordinary primary and secondary teachers, many studies are descriptive and empirical, lacking discussion of the relationship between the three, lacking of more in-depth empirical research. It was not yet to study on the Primary and Secondary Special Education Teacher Achievement motivation and discus related with the development of autonomy, professional efficacy of. This study discuss the relationship between primary and secondary special education teacher Achievement Motivation, the development of autonomy and professional efficacy as well as their status, characteristics and problems, puts forward the corresponding education countermeasures. Making up for the lack of domestic research in this area. This study was able to provide empirical evidence for the government to take countermeasures to raise the level of development of primary and secondary special education teachers, and promote the development of special education teachers.The results of the study found that:(1)self-made "primary and secondary special education teachers professional efficacy questionnaire" has good reliability and validity, in line with the requirements of education measurement, measurement can be used as research tools.(2) Primary and Secondary Special Education Teachers’ Achievement Motivation total were divided into 3.20, indicating their achievement motivation in the middle level; Primary and Secondary special education teacher autonomy development projects are divided into the total 3.97, indicating that their development of autonomy in the middle level; in elementary special education teachers professional efficacy were divided into total 4.18, indicating their professional efficacy is on the middle level.(3) Have a significant impact on the achievement of special education teachers in primary and secondary schools motivation variable, at the highest level of achievement motivation of teachers 30-40 age group; teachers college degree to pursue higher score than the successful undergraduate and graduate education teachers, teacher graduate degrees avoidance failure highest score; teach unrated titles and teacher achievement motivation scores than teachers of other titles; more than 15 years of teaching experience to succeed teachers scored higher than other teachers teaching experience, 3 years of seniority higher score than other teachers to avoid failure teachers teaching age score; blind pursuit of success Deaf teacher and Deaf teachers score higher than the score mentally retarded, the mentally retarded teacher achievement motivation score higher than other schools; teachers in Fujian Province in two dimensions and achievement motivation Total score higher than other parts of the teacher’s score.(4) Have a significant impact on professional efficacy Primary and Secondary special education teachers variables, age 50 and older teachers score higher than other age groups of teachers score; students and teachers over the score higher than other education teacher score; scores of senior middle school teachers score higher than other titles; leading cadres on professional competence efficacy, career wit efficacy and professional efficacy scores than other positions out of scores of teachers, teachers in vocational and interpersonal tasks efficacy scores on score higher than other duties teachers; more than 15 years of teaching experience of teachers points higher than other age groups of teachers score; teachers’ professional competence efficacy score higher than other regions in Fujian teacher score.(5) Have a significant impact on professional efficacy Primary and Secondary special education teachers variables, age 50 and older teachers score higher than other age groups of teachers score; students and teachers over the score higher than other education teacher score; scores of senior middle school teachers score higher than other titles; leading cadres on professional competence efficacy, career wit efficacy and professional efficacy scores than other positions out of scores of teachers, teachers in vocational and interpersonal tasks efficacy scores on score higher than other duties teachers; more than 15 years of teaching experience of teachers points higher than other age groups of teachers score; teachers’ professional competence efficacy Fujian teachers score higher than other regions.(6) Primary and Secondary special education teacher autonomy and total development of the four dimensions and the pursuit of success and achievement motivation score was significantly positively correlated with failure avoidance was negatively correlated significantly positively correlated with four dimensions and professional efficacy scores, in Primary efficacy of special Education teachers and the pursuit of success and achievement motivation score was significantly positively correlated with failure to avoid a significant negative correlation. Professional efficacy Primary and Secondary special education teachers between achievement motivation and self-development partially mediated.(7) According to the study, we proposed to strengthen incentives Primary and Secondary Special Education Teacher Achievement Motivation, Primary and Secondary special education teachers to promote the autonomy of development, improve education Primary and Middle School special education teachers’ professional efficacy.

移动知网

全球学术快报

  • 【网络出版投稿人】 西南大学
节点文献中: